The Definition of Content-Based Instruction CBI

5. Select authentic texts and tasks. Brinton in Nunan 2003:208 states that a key component of CBI is authenticity-both of the texts used in the classroom and the tasks that learners asked to perform. Hutchinson and Waters in Nunan 2003:208 define authentic text as those that are not originally constructed for language teaching purposes. Brinton added that in CBI since the objective is to aim for its authenticity of task, the tasks associated with a given text should mirror those that would take place in the real world. 6. Draw overt attention to language features. The purpose of CBI is to expose learners to authentic and comprehensible input with the goal of their being able to use language for communicative purposes. However, as CBI departs from some other approaches to language teaching in its belief that comprehensible input alone will not lead to successful language acquisition. It makes use of awareness-raising tasks to draw attention to specific language features found in the authentic texts.

c. Techniques and Tasks Used in Content-Based Instruction CBI

The techniques and tasks used in CBI reflect the principles of it. Below are the lists of techniques and tasks commonly found in CBI classroom according to Brinton in Nunan 2003:209-211. 1. Pair and group work Both are a hallmark of the communicative classroom. Pair and group work culminate in a reporting stage, with students from each group sharing their ideas or solutions with the rest of the class. 2. Information gap Information gap activities are forms of pair works in which the students are each given pieces of information. Using only language, they must communicate to fill in the missing gaps in that information. 3. Jigsaw Students are first divided into expert groups with each group is given different information. Once the students in each group are familiar with the jigsaw, they are regrouped. Each new group consists of at least one student from each of the previous expert group. Then, students share their expertise to complete the task and report their findings to the rest of the class. 4. Graphic organisers It involves the use of visuals diagrams, tables, clusters, etc that assist in organising information. The teacher may use these graphic organisers to present information or guide students to brainstorm ideas. 5. Discussion and debate They involve opportunities for students to exress their own opinions about topics.