Definition and Principles of Content-Based Instruction
topics or themes of the teaching – learning activities.
3. Language is purposeful: Language can be used for many purposes such as academic, vocational and social purposes.
When learners focus on the purpose, they will get more engaged to the learning. Moreover, they will individually check whether
their goals are accomplished or not. The departure point of content
–based instruction is the content which can generate meaningful and contextualized language learning. In the formal
education, English is best learned when the f0cus is on the mastery of contents rather than on the mastery of language. This is in contrast to
traditional approach in which the primary focus of language teaching is the language forms. Moreover, CBI allows the learners to build on their
previous knowledge, expose to the contextualized uses of language, and prepare for the eventual uses to which the language would be put .In
addition, Richards and Rodgers 2001: 210 add four more core assumptions of language learning through CBI.
Firstly, people learn English successfully when the information they are acquiring is considered as interesting, useful, and leading to a desired goal.
Therefore, to promote effective learning, CBI must take into account the expectation of the learners to the eventual target language that they will use
in the target situation. Moreover, the informational content should be perceived as relevant so that learners will be motivated during the learning
process. In addition, motivation can also be increased when the focus of the
learning is other than language such as ideas, issues, and opinions. If content with high level of interest is chosen, learners may acquire the language more
willingly. Secondly, some content areas are more useful as a basis for CBI than
others. Therefore, the choice of content areas should be based on the learners’ interest or something which is appropriate to present the language
and attractive to a large number of people. The topics are chosen for the CBI classroom because of the highly structured contents, the emphasize on
receptive learning of factual information, and the availability of appropriate textbooks and other learning sources.
Thirdly, students learn best when instruction addresses students’ needs. This principle emphasizes that in CBI the content that students study is
selected according to their needs. Therefore, the authentic inputs written and spoken that students will encounter in the real world at school or work
become the starting point for developing the syllabus. Furthermore, the academic needs of the students which are generalized from the sequence of
particular subject matter in dealing with language are determined to create the language curriculum.
Lastly, teaching builds on the previous experience of learners. This assumption of CBI seeks to build on the students’ knowledge and previous
experience. In other words, students are supposed to bring their background knowledge to the CBI classroom.
Content-Based Instruction sees language as a medium to convey
informational content Larsen-Freeman, 2000. This, according to Richards 2006: 30 leads the advocates of CBI to believe that the best way to learn
language is by using content as the driving force of classroom activities and to link all the different dimensions of communicative competence. Further,
he mentions three core assumptions about language learning viewed through CBI perspective.
1. People learn new language more successfully when they use the language as a means of acquiring information, rather than as an
end in itself. 2.
CBI reflects learners’ needs for learning second language better. 3. Content provides a coherent framework that can be used to link
and develop all of the language skills. Furthermore, Brinton 2003 states that learners learn language
optimally when language is being continually recycled throughout the unit and students are given multiple opportunities to use the new language they
acquire as they read, discuss, and write about particular topics. Hence creating a learning environment that engages learners to deal with particular
linguistic items several times in particular context is the key point of CBI. Educator practitioners should refer to the principles of CBI to be able to
create such learning environment.