2 Materials should provide a clear and coherent unit structure that will guide both teachers and learners through various activities to maximize the chances
of learning. Therefore, materials should not be monotonous. Some illustrations might be needed to make them more interesting.
3 Materials follow a view of the nature of language and learning. People learn when their thinking capacities are engaged. So, the materials should provide
exercises which require active thought. Then, make sure that it also gives frequent reinforcement to enhance the learning process.
4 Materials reflect the nature of the learning task. In relation to this principle, the complexity of the materials should be taken into account.
5 Materials can be very useful to broaden the basis of teacher training by introducing them to new techniques.
6 Materials provide models of correct and appropriate language use. Once again, materials in ESP should fit the learners’ subject area.
Therefore, deciding the approach which will be used in developing materials is one of the important points to be considered. In this case, content-based
instruction CBI is regarded as the most appropriate one since the content might be generated from an analysis of learners’ needs Nunan, 2004.
4. Content-Based Instruction a. Definition and Principles of CBI
In defining content-based instruction CBI, there are two experts who have almost the same perceptions. Krankhe in Richards 2006 defines CBI as the
teaching of content or information in the language being learned without separating the language itself from the content being taught. In addition to this
statement, Larsen-Freeman 2000 explains that CBI approach integrates the language with the content of academic subject matter in the learning process.
Those two statements imply that to achieve the communicative purposes, CBI provides the appropriate language learning process in terms of both content and
language. Accordingly, this approach is in keeping with the English for Specific Purposes tradition, where the vocational needs of the learner are identified and
used as the basis for materials development Snow in Celce-Murcia, 2001 In materials development, the point of departure of CBI approach is
derived from experiential content which may come from other subjects on the school curriculum rather than linguistic criteria Nunan, 2004. In line with this
statement, Richards 2006 argues that decisions about content in CBI approach are made first, and other kinds of decisions concerning grammar, skills, functions,
etc., are made later. Furthermore, Nunan 2004 states that one of the benefits of this approach is, in an integrated way, it can help school learners master other
aspects of school learning in addition to language. In sum, CBI is the approach which focuses on involving content of the relevant subject matter into language
learning materials or language input. Brinton in Nunan 2004: 132-133 gives five principles for CBI which are
summarized in the following table.
Table 3: Principles for Content-Based Instruction Principle
Comment
Base instructional decisions on content rather than language
criteria. Content-based instruction allows the
choice of content to dictate or influence the selection and sequencing of language
items.
Integrate skills. CBI practitioners use an integrated skills
approach to language teaching, covering all four language skills as well as
grammar and vocabulary. This reflects what happens in the real world, where
interactions involve multiple skills simultaneously.
Involve students actively in all phases of the learning process.
In CBI classrooms, students learn through doing and are actively engaged
in the learning process; they do not depend on the teacher to direct all
learning or to be the source of all information.
Choose content for its relevance to students’ lives, interests andor
academic goals. The choice of content in CBI courses
ultimately depends on the student and the instructional settings. In many school
contexts, content-based language instruction closely parallels school
subjects.
Select authentic texts and tasks. A key component of CBI is authenticity
– both of the texts used in the classroom and the tasks that the learners are asked
to perform.
b. CBI Models
