Content Based Instruction
SUBMITED BY :
NURMILA RUSDA AZMI
1042017038
ENGLISH EDUCATION DEPARTMENT
TARBIYAH FACULTY AND TEACHER TRAINING
INSTITUT RELIGION OF ISLAMIC STATE
2019
A.
Background/Story
Content Based Instruction (CBI), which has become popular since
1990s, is a method that aims to teach the
language through subject matter in other words the main focus is not on the langue but on
the content.In content-based approaches
the interaction of the
subject matter and language give
ways to better learning environment and the main focus of
teaching is more on content
topics than grammar rules, vocabulary teaching, or
contextual
situations. This study
aimed to determine whether students’ content
responsibility in CBI would enhance their active participation in English
lessons or not. The participants of the current study were 40 advanced level
senior male students 20 of who were involved in the control group in one class,
and the other 20 were involved in the experimental group. The experimental
group carried out presentations related to the topics in the course book
through which the students demonstrated their content responsibility.
College
English is a required course for every student in colleges or universities in
mainland China. The purpose of College English teaching in mainland China is to
develop students’ English language proficiency, especially in listening and
speaking skills, so that they can use English to communicate effectively in the
future study, work and social interactions, while enhancing their self-learning
ability and cultural awareness to adapt to the development of our society and
to meet the need for international exchanges. How to meet the purpose of Col-
lege English teaching is a difficult question for English teachers in mainland
China to solve
B. Introduction
Content-Based
Instruction (CBI) is the term applied to the English teaching approach based on
the subject matter or material that students have to study at school (Grabe
& Stoller,1997). CBI has been extremely successful in the many different
contexts where it has been applied such as in Canada and the United States
(Genesee, 1998).
CBI
is defined as “the concurrent teaching of academic subject matter and second
language skills” (Brinton, Snow, &
Wesche, 2003, p. 2). It provides authentic, meaningful academic contexts aiming
at developing both the language skill and subject-knowledge of the learners. In
addition to CBI, some authors perceive that it also aims at improving the
repertoire necessitated in the field of learning (Chamot & O’Malley, 1994).
Butler (2005) elucidated that CBI facilitates learners in the process of
negotiating meaning and practicing the productive language skills, which will
help them to focus on forms as well as meaning.
C. Steps of Content Based Learning
On
the other hand, for CBI to be effectively implemented in class, particular
features of the teacher’s component are required. Some characteristics of
teachers in content-based instruction are presented by Tedick, Jorgensen and
Geffert (2001). They concur that the English teacher who incorporates
content-based instruction in his/her teaching activity should do the following:
• Use
the target language consistently;
•
Consider students as active participants in the teaching and learning
processes;
• Plan
the tasks so students are actively participating during the class time;
• Make
emphasis on comprehension starting at beginning stages;
•
Provide the opportunity for students to use meaningful language in
communicative and significant contexts that involve the development of interesting
content tasks;
•
Develop continuous assessment processes so he/she knows how each individual student is progressing in
language knowledge;
•
Establish a very comfortable atmosphere for classes;
• Take into account the affective aspects so
students feel sufficiently motivated and relaxed to participate actively in
class; and
D.
Design CBI in teaching English
The
steps taken in the design of the unit for students of the fourth and fifth
grades at primary school were as follows:
1. Determine a list of necessary topics
for students in the grades aimed both at
English knowledge and subject matter
content.
2. Establish a set of possible types of
activities, exercises, illustrations, etc. to be included in each of the four
thematic units. These sets had to be particularly motivating for students’
ages. Also consider the time needed for the total unit to be developed and how
the time could be divided.
3. Produce a map of the units so that the
distribution of the contents, exercises, and illustrations in the unit can be
seen clearly.
4. Produce a first draft of the unit. If
material is taken from content books or the internet, request of permission to
use the material in the unit is needed.
5. Appoint an editor to be in charge of
compiling the drafts to put them in a printout.
6. Develop a pilot session. In triads,
students have to check the understanding of two proposed activities.
7. Revise the materials designed once the
pilot process has finished in case there are changes that need to be done.
8. Once
changes have been
incorporated, a revision
process has to be
undertaken. Some English teachers from 3 different primary schools were asked
to review the material and provide some feedback for the case study.
The
main purpose of this study was to test a set of four units designed according
to CBI principles and with contents that children should study at their primary
schools in the fourth and fifth grades. This design was also supported by the
experiences presented by Gianelli (1997) related to the benefits of the
implementation of thematic units as a way to create environments conducive to
learning.
E. Material of subject used by content based instruction
From
the experiences developed elsewhere (Canada, Singapore, the United States,
among others) and applied in bilingual education (Sheppard, 1997), it has to be
noted that at the beginning of Content–ESL instruction, teachers had to prepare
complete programs for teaching the subject matters in schools with a huge
emphasis on language instruction. Although these were second language contexts
and some teachers managed English while others were in charge of the content of
the subject matters, it was necessary to combine the programs. Consequently,
the hard task was for the content teachers to get used to working with the
topics in such a way that foreign language students could improve the
development of the target language at the same time.
Using
Sheppard’s (1997) argument with
reference to the EFL context, it is possible to apply content-based instruction
in English classes. Because we already have the problem of non-fluent English
speakers teaching the content areas (mathematics, science, arts, etc.), the
easiest way to solve this problem is to ask the English teacher to incorporate
the teaching of contents in the English programs. This does not mean that
having very fluent English teachers at schools in Pasto is an easy task;
however, it is easier than having content teachers with an adequate command of
English.
The
work of the English teacher then increases since it is not only with the
language contents that he/she will be working, but also with English, and the
contents of math, science and arts, to mention but a few examples. The syllabus
planning process of the English classes, then, will have to be a joint task
where the content teachers will have to share information with the English
teacher during the planning process to facilitate the integration of both
content and language at each level of instruction.
From
the explanation above i can conclude that Content Based Instruction can be used
for listening, writing,listening and speaking whic is another lesson but taught
using english.
F. What kind of learner for CBI
the
Content-Based Instruction process can be applied not only to motivate students
but also to achieve a certain fluency level in English at primary school. The
monotony of children’s classes many teachers complain about can be changed to
very active classes in which students have something very meaningful to do.
students
should start learning English at the primary school level. Given that teaching
English at primary schools is not an easy task, teachers should begin
implementing ways to motivate students in the use of English at schools in such
a way that English becomes a part of, at least, the whole English class. With
this objective in mind, a research study was developed at Universidad de Nariño
with a group of 15 children whose ages ranged between 8 and 10 years old.
participants
are adult students with ages ranging from 21 to 23. Those included in this
research are at advanced level. The students have been studying lessons in
content-based instruction program for six semesters. For this semester, they
have been studying English with aviation content
so
the conclusion is the CBI can be used for the child’s, elementary school,Junior
High school, Senior high school and also the colleg
G. Learning media of content based instruction
Learning
media generally is a process aids in learning teaching. Learning media can be
used to stimulate the thoughts, feelimgs, attention and ability or learning
skill so as to encourage more effective learning process.
The media are;
1. Text
Is
a basic element for conveying information that has various types and form of
writing that seek to attract information.
2. Visual Media
Media that can provide visual stimulation
such as picture/photos, sketches, diagram, charts, graphs, cartoons, poster,
bulletin boards and others.
3. Audio Media
help deliver more memorable lessoms.
Helps increase the attraction of something offered. Types of audio include
background sound, music or sound recordings and more.
4. Motion Projection media.
These include motion films, bracelet
films, TV programs, Videocassettes (CD, VCD,or DVD).
5. Miniature Objects
Like three dimensional objects that an be
touched by student. This media is make to overcome the limitation of both
objects and situations so that the learning proccess continue well
6. Human
This includes teacher, students or
expeerts in certain field/material
Reference
International online jurnal of
educational sciences . 2015, 7 (3)
Scientific Research Publishing. publish
online April 2016 in SciRes.
www.scrip.org/journal/ce
Bogota, Columbia. HOW, A Columbian
Journal for teacher of english
International journal of applied
linguistics and english literetur.
Australian international
academic centere. Australia
 |
Tidak ada komentar:
Posting Komentar