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The strength of Kemp’s model is that the design and the development process is a continuous cycle that requires constant planning, design, development
and assessment to assure effective teaching learning activities. Furthermore, there is also an emphasis on the materials and objectives, as well as on the selection of
learning materials. The eight steps of Kemp’s model can be seen in Figure 2.1.
2. Content-Based Instruction
The term Content-based Instruction CBI refers to an approach that integrates language instruction with content instruction Brinton, Snow Wesche
as cited in Chapple Curtis, 2000: 420. In the history of second and foreign language teaching, the word “content” has had many different interpretations.
Content, in CBI, according to Snow 2001: 303 is the use of subject matter for second or foreign language teaching purposes. Subject matter may consist of
topics or themes based on the students’ interests and needs. CBI provides a meaningful context for language development, as it not only builds on students
previous learning experiences and current needs and interests, but also takes account of the eventual purpose for which students learn the language. CBI can be
found in both the second and the foreign language settings.
a. The Rationale for Content-Based Instruction
There are five rationales supporting the implementation of CBI. The rationale for CBI can be derived from a variety of sources. First, successful
language acquisition development is when the students acquire comprehensible input rather than memorize vocabulary or completing grammar exercises. Krashen
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as cited in Snow, 2001: 304 stated that “comprehensible subject-matter teaching is language teaching since learners acquire language when they understand
messages in that language.” Therefore, CBI focuses students to learn English on what is being said or the meaning of the language rather than on the form of the
language. Second, in addition to receiving comprehensible input, learners must produce comprehensible output as well. Swain as cited in Snow, 2001: 304
stated that “learners need to be pushed to deliver the message precisely, coherently, and appropriately.” CBI can provide this ‘push’ since the learners
learn to produce language appropriately in terms of both content and language. Third, there is a wide opportunity to negotiate language and content in CBI
Snow, 2001: 304. CBI is a very appropriate method to learn language since it emphasizes learning language through content. Fourth, Mohan and Tang as cited
in Snow, 2001: 304 stated that “CBI promotes extended practice with coherent content coupled with relevant language learning activities.” Fifth, CBI can
increase knowledge on the field learnt. Bereiter Scardamalia as cited in Snow, 2001: 304 stated that “CBI can provide chances to reinvest knowledge, use it
through problem-solving task, and increase intrinsic motivation to learn more.” As the students are exposed to more complex learning activities, they will improve
their learning and their intrinsic motivation as well as their knowledge on the subject learnt.
b. The Characteristics of Content-Based Instruction
CBI has a wide range of characteristics since it can be applied in many subjects. Jourdenais and Shaw 2005: 2 stated that certain defining characteristics
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of CBI are shared among its various forms. CBI can vary widely in its implementation; however, it has certain defining characteristics among them.
They are: 1 Learners are exposed to language while learning about other content areas.
2 Content areas are relevant to learners’ academic andor professional needs. 3 Language is contextualized through these relevant content areas, and thus is
also relevant to learner needs. 4 Support is provided for learners’ linguistic development.
5 A focus is placed on developing academic andor professional language proficiency.
6 Authentic materials are used to present content matter. 7 The use of authentic materials lends itself to the integration of skills, to
increased motivation, and to increased cognitive and linguistic complexity.
c. The Advantages of Content-based Instruction
