4. Models of Content-Based Instruction
According Brinton et al 1989, the implementation of CBI can be classified into three models, namely:
a. The Sheltered Model
The main objective of this model focuses more on the mastery of the content materials which are being taught Brinton et al, 1989: 19. This model is mostly
conducted at secondary schools or universities. Similar to the tradition of elementary and secondary immersion education, the sheltered courses also separate the ESL
students from native-speaking students. The ESL students are placed in one class and taught by a native-speaking content teacher. Furthermore, the teacher is expected to
make adjustments and modifications so that the students can follow the courses. The adjustments and modification can be done by simplifying the texts being used,
providing the lectures more closely to the written texts, and make a certain linguistic adjustments. According to Davies 2003, the sheltered model can be possibly
conducted by two teachers. The first teacher is an ESL teacher and the last is a content subject teacher. They may teach the class together or divide the class time.
The content subject teacher has a role to teach the subject matter. Meanwhile, the ESL teacher is to check whether the learners understand the important words.
b. The Adjunct Model
Basically, the adjunct model also has the same characteristics with the sheltered model. The adjunct model is also implemented at the universities. What
makes it different from the sheltered model is on the teacher. Davies 2003 argues
that the teacher of an adjunct course is an ESL teacher. In addition, some adjunct courses are usually conducted during the summer months before regular college
classes begin, while others run concurrently with regular lessons. Besides, this model may also have the same idea with EPA English for Academic Purposes or ESP
English for Specific Purposes. According Brinton et al 1989, the purposes of this model are to help the
students master content materials and introduce students to L2 academic discourse and develop transferable academic skills. Since the teacher is not a content teacher,
this model requires a large amount of coordination between the ESL teacher and the content teacher in order to ensure the two courses complement each others.
Furthermore, Davies 2003 also sates that developing transferable academic skills is conducted by acquiring specific target vocabulary, facilitating the students with
listening, note taking and skimming and scanning texts.
c. The Theme-Based Model
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