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Humor:
Teacher: You aren’t paying attention to me. Are you having trouble hearing?
Content-Based Instruction
( CBI)
Mr. / Girgis
1-Language proficiency
Teachers
need some tasks to practice. These tasks
include typical classroom
management practices that
many teachers already perform in English, such
as
setting instructions for student assignments, organizing
students
into groups, and directing students to turn
their attention to the board or a certain page in their
books.
Other classroom language-use tasks
may be specific
to CBI contexts. For example, CBI teachers will need
to
be able to make both language and subject-area
content information
accessible to students.
To do so, they will need to be able to
comprehend,
explain, and model academic discourse patterns and
vocabulary usage.
2-Academic skills
These
teachers will need to develop skills such as
information retrieval,
note-taking, paraphrasing,
summarizing, and synthesizing. These
teachers will
need to develop skills such as information retrieval,
note-taking, paraphrasing,summarizing, and
synthesizing.
Pedagogical knowledge and skills
CBI
teachers need to be introduced to and given
extensive opportunities to
observe and try out for
themselves teaching practices that have been
shown
through empirical research to support effective
language and
content learning.In the CBI classroom,
language instruction is presented
in a highly
contextualized manner.
Rather than being based on a
chronological
progression of grammatical forms as in more
traditional
language classrooms, the selection of
grammar and vocabulary activities
in CBI classes is
based on the texts that students are asked to read or
listen to in order to learn and relate new content
knowledge. and language learning.
Content-language interface skills
1-Future
CBI teachers will need a clear understanding
of how emerging
proficiency in both the first and second
language will impact content
and language learning
achievement.
2-Future CBI teachers need to
be aware of this research
and need to know how the learning processes
and
progress of students in dual-language programs will
differ from
those of students in traditional monolingual
programs.
This knowledge
will enable these teachers to adjust
their instructional strategies
appropriately and reassure
concerned parents, students, and school
directors.
3-Future CBI teachers will also need the professional
and social skills to form effective partnerships with
subject-area
instructors.
Understanding how different learners
learn differently:
CBI
teachers need to recognize that different learners
will progress through content and language learning
stages at different paces, and
will need different types
and amounts of scaffolding support to achieve
content
and language learning targets.
These teachers will need to
develop skills for identifying
what motivates individual learners, along
with skills to
help those students set and achieve personal learning
objectives.
Materials development and
syllabus design:
The
shortage of relevant, appropriate materials is a
constant dilemma for
CBI teachers. Generally,
language-learning textbooks that purport to be
content- or theme-based rarely treat a given topic in
sufficient depth
to afford students multiple opportunities
to receive sustained input on
the topic.
Assessment for learning.
In
many educational systems, standardized tests
determine what teachers
and students do in the
classroom. In effective CBI classrooms,
assessment is
used to support student learning, rather than to direct
it.
Teacher and students use information gathered via
different assessments to gauge how students are
progressing towards content and
language-learning goals
and to determine whether additional
instructional time or
learning support is needed for students to achieve
those
goals.
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Incorporating educational technologies.
CBI
teachers will need to possess technological skills
that will allow them
to reach Net Generation students.
Many technologies are already being
used to
effectively support CBI projects.
It has become commonplace in
schools and
classrooms around the world to use the Internet as a
means
to access information.
To be effective consumers of Internet
information,
students need to be taught how to effectively evaluate
the trustworthiness of information sources. It is also
now common for
students to collaborate with peers
from around the world on content and
language-
learning projects.
Such international collaborative projects
give students
important opportunities to learn firsthand about using
English for intercultural communication.
