Theory of Language Learning in Content-Based Instruction
objectives are to activate and develop existing English language skills, to develop general academic skills which are applicable in all subject areas,
and to broaden students’ understanding of English speaking people. The syllabus in CBI is mostly derived from content areas and these
vary widely in detail and format. The contents and instructional sequences are chosen accordingly to language learning goals. The syllabus usually
refers to a typical syllabus which organization is built around the topics and subtopics. In addition, there are macro and micro levels in CBI syllabus. At
the macro –level, the syllabus consists of a sequence of modules selected to
reflect students’ interests and multidisciplinary perspectives. The modules are designed and sequenced so that they relate to one another and create a
cohesive transition of certain skills. At the micro-level, those modules move from an initial exercise which are aimed at developing students’ ability. The
final activity for each module should provide students with opportunities to use the appropriate language for a certain situation.
However, there are several types of activities which can be applied in Content
–based instruction classrooms. Grabe and Stoller 1997 classify those activities into five categories, i.e. 1 language skills improvement, 2
vocabulary building, 3 discourse organization, 4 communicative interaction, and 5 study skills and synthesis of content materials and
grammar. Rather than language used to merely convey meaning, Brinton 2003
claims that content also serves several purposes. First, it provides a rich
context for the language classroom, allowing the teacher to present and explain specific language features. Additionally, it provides for what Stephen
Krashen as cited in Brinton 2003, calls comprehensible input -challenging language that is slightly above the current linguistic level of the students
which provides the foundation for successful language acquisition. Accordingly, Stoller in Richards and Renandya 2002: 94 states that
CBI seeks to use content as a vehicle for developing language skills. Furthermore, she notes that focus on content not only provides valuable
real-world knowledge, but also provides the basis for a meaning-based pedagogy that goes beyond a focus on studying language separated from the
context of its use. The meaningful learning principle makes learners more focused on very useful, practical objectives as the subject matter is perceived
to be relevant to long term goals. Consequently, this also increases the intrinsic motivation that is so important to learning of any kind Brown,
2001. Auerbach in Richards 2006: 42 identifies several features involved in implementation of CBI:
1. A focus on successful functioning in society. The purpose is to make students enable to be autonomous individuals living in the
demand of the worlds. 2. A focus on life skills. In teaching students using CBI, teachers
mostly use the materials in function of communication in the concrete task. Students are just taught those language formsskills
required by the situation in which the language has its function.
3. Task- or performance-oriented instruction. This approach orientate on what students can do after they get the instruction
while learning. This approach emphasizes in the forming of behavior of communication rather than on the knowledge or
ability to talk about language and skills. 4. Modularized instruction. Language learning is broken down into
meaningful chunks. Objectives are broken into small amount of focused themes of learning, so teacher and students can see the
progress clearly. 5. Outcomes are made explicit. The final product of the learning is
clearly explained before the learning process is started. They are specified in term of behavioral objectives so that the students
know what they are expected to be. 6. Continuous and ongoing assessment. Students are conducted in a
pre-test to find the level of their proficiency and their lack on the skills. Post-test also conducted after the instruction on those skills.
If the students are failed, the students should be retested after continuing to work in the objective.
7. Demonstrated mastery of performance objectives. Rather than the traditional paper-and-pencil test, assessment is based on the
ability to demonstrate pre-specified behaviors. 8. Individualized, student-centered instruction. In the content, level,
and pace, objectives are defined in terms of individual needs;
prior learning and achievement are taken into account in developing the curricula. Instruction is not time-
based; students’ progress at their own rates and concentrate on just those areal
which lack competence.