CONTENT-BASED INSTRUCTION: LEARNING LANGUAGE THROUGH SUBJECT KNOWLEDGE
Keywords:
Content-Based Instruction (CBI), Language Learning, Disciplinary Knowledge, Cognitive Academic Language Proficiency (CALP), Sheltered Instruction, Adjunct Approach, Content and Language Integrated Learning (CLIL), English as a Foreign Language (EFL), Authentic Learning, Teacher TrainingAbstract
Content-Based Instruction (CBI) integrates language learning with disciplinary content, enhancing linguistic proficiency and subject knowledge through authentic, meaningful engagement. Rooted in cognitive and constructivist theories, CBI emphasizes contextually relevant learning, supported by Cummins’ (1981) distinction between Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP). Implemented through models like sheltered instruction and the adjunct approach, CBI improves motivation, reading, and writing skills, particularly in English as a Foreign Language (EFL) contexts. Compared to Content and Language Integrated Learning (CLIL), CBI focuses more on language acquisition through content. Despite challenges like teacher training and technology integration, CBI prepares learners for academic and professional success.
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References
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