17 discussed based on their preference and optimally use the target language for
communication with their peers which may help them acquire the language faster.
d. The Advantages of Content-based Instruction
In relation with the effectiveness of implementing CBI in Indonesian immersion programs, the method itself has several positive characteristics that
may help students acquire English better. First, it allows students to learn two things simultaneously; the subject matter and the target language. By using
English as the medium of delivering subject materials, the students are likely to absorb some parts of the language subconsciously. Second, the language learning
occurs in the context of its use. This is very important if the key of success of language learning does not lie in the way that students master the language by
memorizing the words and rules or reading texts from books, yet by applying the language in appropriate contexts. Third, as proposed by Krahnke 1987, there is
almost perfect match between what needs to be fulfilled and what is provided. In this case, students learn what they need to learn. Fourth, as there are always some
students in any classes who are reluctant to learn the target language, students will be more strongly motivated in learning the target language by using CBI which
provides them with interesting materials. They may be more enthusiastic in learning the language when it is used to deliver content materials that are
motivating for the students.
e. Prototypes of Content-based Instruction
As proposed by Brinton 2003, there has been some identification of several ‘prototype’ forms of CBI i.e. theme-based language instruction, sheltered
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18 content instruction, and adjunct instruction. The three prototypes basically differ
in some respects such as the type of population and setting that they serve, the respective degree of focus on language or content, the content type that is
selected, and the degree of coordination with subject matter courses and instructors. The detailed explanation of these forms will be elaborated as follows:
1 Theme-based Language Instruction In this kind of instruction, the teacher first sets a certain theme for the
students to work on. He then uses the theme as the starting point for instruction in the teaching of various skills. He subsequently continues the exercises on the
selected theme over several weeks. This might help the students get rich input for either language-based or skills-based lessons which might lead them to successful
language acquisition. 2 Sheltered-content Instruction
In sheltered-content instruction, the teacher has joined a special training in working with second language L2 learners. Thus, he is able to modify his
presentation style to make it easier for the students who have limited English proficiency to comprehend the material. However, even though the focus of the
lesson lies on the content materials, the teacher spends some time to work on the language-related issues which are relevant to the topic they are discussing. This
kind of instruction basically aims to reach the success of language acquisition along with that of the subject matter.
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19 3 Adjunct Instruction
Teachers of language and subject matter classes who apply adjunct instruction usually work together in pairs. The two instructors need to meet
regularly to fine-tune their teaching materials and objectives. Despite the use of the same materials to teach the class, there are some differences in the course goal
of the two classes. The objective of the subject matter class is for students to grasp the content materials entirely, while the main idea of the language class is for
students to develop their language abilities. Accordingly, the subject matter instructor makes use of the selected materials to optimize his students’
understanding upon the topic, while the language teacher uses it to improve his students’ language skills. In short, the two classes work hand in hand supporting
each other through the same materials. As mentioned in the previous paragraph, there are some differences among
the three prototype forms based on certain categories. Brinton et al. 1989 suggested that it is possible to tell them apart by looking at their
populationsetting, lesson focus, content selection, and degree of faculty coordination.
Populationsetting Theme-based instruction is generally applicable by nature. It is best suited any
level of language learning in various settings. On the other hand, sheltered and adjunct instructions have certain limitations in their application relevance.
Sheltered instruction is commonly employed in middle or high schools in which instructions for subject matters are given in a language other than the
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20 students’ first language L1. Similar to the sheltered model, adjunct
instruction is normally found in higher levels of education such as high schools or universities where students are learning both subject matters and
language simultaneously. Lesson focus
As can be seen in the above scenarios, another distinctive feature among the three models is the focus of the lesson. Theme-based instruction puts a bigger
weight on the language itself, while sheltered courses may focus more on the content learning. On the other hand, the adjunct instruction respects the
development of both language and subject matters content. Content selection
Since Content-based Instruction is typically applied in schools, colleges, and universities, the content used in language course might intersect with the one
discussed in subject matter class. The overlapped contents might help students understand both courses better, for they have bigger chances to explore them
deeper. Degree of faculty coordination
The degree of coordination among the three ‘prototype’ forms varies in accordance with the urgency to synchronize language and the subject content.
Theme-based and sheltered instruction instructors do not usually coordinate their set of courses. The given materials are inclined to fulfill the student’s
needs and vary in a variety of setting. Conversely, adjunct instruction requires the language and content instructors to discuss their curriculum and teaching
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21 objectives along the timeline. They might also need to match the assignments
they will give to the students once in a while throughout the course. All in all, despite the existing several distinctive features among them, all
models of Content-based Instruction basically share a match in the way that each focuses on learning and acquiring both specific content and either related or
supporting language skills. ‘In content-based language teaching, the claim in a sense is that students get “two for one” – both content knowledge and increased
language proficiency” Wesche, 1993 – Diane Larsen-Freeman, p. 142 .
4. Theories of Grammar
