Susan Kelly Content Based Learning
DIPPING INTO
CONTENT BASED LEARNING
Susan Kelly
CONTENT-BASED LEARNING
• Learning subjects e.g. IT, history,
psychology in English with support
of TESOL principles and
professionals.
• My experience with Content-Based
Learning
WHY USE CONTENT BASED
LEARNING?
WHY USE ENGLISH TO TEACH IT,
BUSINESS, ETC.?
•
Kasper asserts that CBL offers the comprehensible
input Krashen has said promotes language acquisition
and learning (2000).
•
She also asserts that CBL is the right setting for the
cognitive academic learning, which Cummins asserts
takes ELLs 5-7 years to refine (2000).
•
ESL teachers report CBI offers a blend support and
challenge not found in other settings; that ELLs best
acquire EAP skills within a CBL classroom (Park, 2009).
MY BELIEFS
• CBL allows learners to
• Feel satisfaction of more authentic texts and
discussions,
• Explore and deepen areas of interest,
• Prepare for non-sheltered English
environments,
• Prepare for global settings after graduation.
MY EXPERIENCE
•
Korean university
• Culture through
English
• Film through English
WATCH OUT
•
Complexity – content lessons can include
• Cause-effect relationships
• New definitions
• Comparisons
• All in a matter of minutes (Kong, 2012)
•
Lack of proper teacher training
•
Lack of proper transitioning
APPROACHES
•
Themed, sheltered courses in a Language Center or English
department
• Students may take responsibility for gathering and sharing
content
(Sari,2015).
•
Collaborative courses
• Team teaching with English and Content teacher working
together
START
•
Language Center
•
Using appropriate materials
• Text on culture
• Newspapers
•
Subjects
• Science where labs, offer authentic hands-on activities (Park,
2009).
• Technology, again hands on.
• Cultural studies, natural home as language and culture go
hand in hand.
INTER-DEPARTMENTAL CBL
•
Communication
•
Buy-in
•
Cooperation and team spirit
• Brinton asserts, “must be particularly sensitive to the needs
and abilities” of ELLs (1989).
•
Professional Development
• Training Non-EFL faculty
• Collaboration
•
Win-Win
ADVICE
•
Start small – one course, one department at a time.
• Probably start with English Language Instructors
• Small class size
• Keep using good, communicative pedagogy
• Group work
• Pair work
• Projects
•
Document progress
EVALUATION
•
Evaluation of CBL program is crucial
•
Formative
• Throughout the semester
• Make adjustments
•
Summative
• End of the semester
•
Feedback from students, faculty, administrators, department
chairs (Brinton, et al, 1989).
REFERENCES
•
Brinton, D. Snow, M., Wesche, M. (1989) Content-Based Second
Language Instruction. Boston: Heinle & Heinle.
•
Kasper, L. F. (2000). Content-Based College ESL Instruction.
Mahwah, N.J.: Routledge.
•
Kong, S. (2012). Content-Based Instruction: What Can We Learn
from Content-Trained Teachers' and Language-Trained Teachers'
Pedagogies?. Canadian Modern Language Review, 66S233-S267.
•
Park, S. (2009). Content-Based Instruction for English Language
Learners: An Exploration Across Multiple Classroom Settings.
(Doctoral Dissertation. UMI 3392431.) University of Illinois,
Champagne-Urbana.
•
Sarı, İ., Alcı, B., Karataş, H., & Ejder, A. (2015). Students' Content
Responsibility in Content Based Instruction (CBI) and Active
Participation. International Online Journal Of Educational
Sciences, 7(3), 101-112.
CONTENT BASED LEARNING
Susan Kelly
CONTENT-BASED LEARNING
• Learning subjects e.g. IT, history,
psychology in English with support
of TESOL principles and
professionals.
• My experience with Content-Based
Learning
WHY USE CONTENT BASED
LEARNING?
WHY USE ENGLISH TO TEACH IT,
BUSINESS, ETC.?
•
Kasper asserts that CBL offers the comprehensible
input Krashen has said promotes language acquisition
and learning (2000).
•
She also asserts that CBL is the right setting for the
cognitive academic learning, which Cummins asserts
takes ELLs 5-7 years to refine (2000).
•
ESL teachers report CBI offers a blend support and
challenge not found in other settings; that ELLs best
acquire EAP skills within a CBL classroom (Park, 2009).
MY BELIEFS
• CBL allows learners to
• Feel satisfaction of more authentic texts and
discussions,
• Explore and deepen areas of interest,
• Prepare for non-sheltered English
environments,
• Prepare for global settings after graduation.
MY EXPERIENCE
•
Korean university
• Culture through
English
• Film through English
WATCH OUT
•
Complexity – content lessons can include
• Cause-effect relationships
• New definitions
• Comparisons
• All in a matter of minutes (Kong, 2012)
•
Lack of proper teacher training
•
Lack of proper transitioning
APPROACHES
•
Themed, sheltered courses in a Language Center or English
department
• Students may take responsibility for gathering and sharing
content
(Sari,2015).
•
Collaborative courses
• Team teaching with English and Content teacher working
together
START
•
Language Center
•
Using appropriate materials
• Text on culture
• Newspapers
•
Subjects
• Science where labs, offer authentic hands-on activities (Park,
2009).
• Technology, again hands on.
• Cultural studies, natural home as language and culture go
hand in hand.
INTER-DEPARTMENTAL CBL
•
Communication
•
Buy-in
•
Cooperation and team spirit
• Brinton asserts, “must be particularly sensitive to the needs
and abilities” of ELLs (1989).
•
Professional Development
• Training Non-EFL faculty
• Collaboration
•
Win-Win
ADVICE
•
Start small – one course, one department at a time.
• Probably start with English Language Instructors
• Small class size
• Keep using good, communicative pedagogy
• Group work
• Pair work
• Projects
•
Document progress
EVALUATION
•
Evaluation of CBL program is crucial
•
Formative
• Throughout the semester
• Make adjustments
•
Summative
• End of the semester
•
Feedback from students, faculty, administrators, department
chairs (Brinton, et al, 1989).
REFERENCES
•
Brinton, D. Snow, M., Wesche, M. (1989) Content-Based Second
Language Instruction. Boston: Heinle & Heinle.
•
Kasper, L. F. (2000). Content-Based College ESL Instruction.
Mahwah, N.J.: Routledge.
•
Kong, S. (2012). Content-Based Instruction: What Can We Learn
from Content-Trained Teachers' and Language-Trained Teachers'
Pedagogies?. Canadian Modern Language Review, 66S233-S267.
•
Park, S. (2009). Content-Based Instruction for English Language
Learners: An Exploration Across Multiple Classroom Settings.
(Doctoral Dissertation. UMI 3392431.) University of Illinois,
Champagne-Urbana.
•
Sarı, İ., Alcı, B., Karataş, H., & Ejder, A. (2015). Students' Content
Responsibility in Content Based Instruction (CBI) and Active
Participation. International Online Journal Of Educational
Sciences, 7(3), 101-112.