The term content in Content Based Instruction framework most frequently refers to the subject matter, such as math, geography, and social studies.
Nevertheless, Genesee 1994: 3 adds that the contents need not be academic; it could include any topic, theme, or non-language issue of interest or importance to
the learners’.
a. Underlying Principles
Content Based Instruction is based on two central principles. Firstly, people learn a second language best when they use the language as a means of
acquiring information, rather than as the object of the study. Secondly, Content Based Instruction better reflects learners’ need for learning a second language;
there are more opportunities to adjust to the learners’ needs and interests Richards and Rodgers, 2003: 207.
b. Underlying Language and Learning Concept
Content Based Instruction views the target language as the vehicle through which subject matter content is learned rather than as the object of study Richards
and Rodgers, 2003:208. Nunan 2003: 205 also adds that CBI perceives learning as the activity
that focuses on mastery of content or material which is presented with target language in a meaningful, contextualized form. It means that the primary focus is
on acquiring information. Therefore, in CBI language learning becomes more concrete rather than abstract as in traditional language instruction where the focus
is on the language itself. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CBI promotes negotiation of meaning, which is known to enhance language acquisition. In this sense, students should negotiate both form and
content.
c. General Purposes
According to Richards and Rodgers 2003: 211, there are two primary goals of Content Based Instruction. The first one is to make the learners
understand the contents by using the target language or the language that they want to learn. The second goal is to make the learners become autonomous in
learning something.
d. Teaching Principles
CBI perceives teaching as presenting materials that are selected according to the students’ need authentic or real-world material with the target language in
a meaningful and contextualized form Richards and Rodgers, 2003: 212.
e. Language Focus: Skills and Elements
In CBI, language skills are taught in integrated way by engaging the students in the activities that link the skills which are generally involved in the
real world, such as, reading and taking notes, listening and writing a summary, or responding orally or writing the response to things they have read or written
Richards and Rodgers, 2003: 214. Larsen 2000: 140 underlines that vocabulary and grammar are
considered as the language elements that are taught in CBI. Vocabulary is acquired by contextual clues to help to convey the meaning, and grammar is seen
as a component of other skills and taught inductively. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
f. Teacher and Learners’ Role in CBI
