Subject Content Pre-Assessment Instructional Design Model

23 do their academic tasks in the TL and, at the same time, acquire the L2TL in a very natural way” p. 115. It means the focus of the model is on what has to be taught content in order to develop communicative competences. The content itself can refer to the information or subject matter. There are three types of CBI models, theme-based, sheltered, and adjunct language instruction. Brinton, Snow, and Wesche explain that: Theme-based courses are organized around topics, themes or modules and the language operates as the subject matter. Sheltered content instruction includes a subject matter course taught to a segregated or separated class of TL learners taught by a content area specialist. The adjunct language instruction provides two linked courses —a language course to consolidate the linguistic points and the content course where the students focus on the subject matter as cited in Madrid, 2001, p. 126. The second model is task-based instructions TBI. The focus of the model is on how things have to be done activities in order to develop communicative competences. Nunan 2004 states that it can be done by arranging some activities tasks into “one continuum framework” to show the relation between linguistic forms, communicative functions, and semantic meanings. It is possible because, language items are not “isolated entities” that should be learned one at a time in step-by-step process para. 114. Further discussion about task-based instructions is presented in the task-based language teaching TBLT section. Here are some underlying principles of teaching grammar, vocabulary, and four language skills to consider in applying integrated approach.

a. Teaching Grammar and Vocabulary

Grammar and vocabulary are important elements. Diane Larsen-Freeman defines teaching grammar as a process of “enabling language students to use linguistic forms accurately, meaningfully, and appropriately” as cited in Celce-