Content-Based Instruction: Basic Concepts

Summary

This script introduces Content-Based Instruction (CBI), a teaching method where subjects like math and science are taught in a language learners are acquiring. It distinguishes between CBI, English Medium Instruction (EMI), and Content and Language Integrated Learning (CLIL). The script highlights the challenges of learning new concepts and language simultaneously, referencing Jim Cummins' BICS and CALP to explain language acquisition for social vs. academic purposes. It also discusses cognitive load and the importance of using familiar 'schemata' to facilitate learning.

Takeaways

• 📚 **Content-Based Instruction (CBI)**: CBI refers to teaching non-language subjects in a language that students are still learning.
• 🌐 **Content**: In language acquisition, 'content' represents any subject matter besides language, such as math, history, or science.
• 🏫 **Dual Focus**: CBI can have language learning objectives equally important as content learning objectives, unlike some programs where content is primary.
• 🔍 **EMI & CLIL**: English-Medium Instruction (EMI) and Content and Language Integrated Learning (CLIL) are specific terms related to CBI, more common in university and European contexts respectively.
• 🗣️ **Language Learning**: CBI often involves teaching new concepts and new words, challenging students to express ideas in ways unfamiliar to them.
• 🧠 **Cognitive Load**: It's crucial for CBI teachers to manage cognitive load, ensuring learning tasks don't overwhelm students' working memory.
• 📈 **Academic Language**: The distinction between BICS (basic interpersonal communicative skills) and CALP (cognitive academic language proficiency) is important, with CALP taking longer to develop.
• 📉 **Cummins' Theory**: Jim Cummins' work highlights the difference between social language acquisition and academic language proficiency.
• 🔑 **Schemata**: Using familiar concepts and routines (schemata) can help reduce the cognitive load and facilitate learning in CBI.
• 🍽️ **Familiarity & Learning**: Familiar classroom routines and patterns can aid students in understanding and responding, similar to how knowing restaurant scripts helps in social situations.

Q & A

What is the definition of 'content' in the context of language acquisition?

In the context of language acquisition, 'content' refers to any subject matter besides languages, such as math, history, or science.

How is 'Content-Based Instruction' (CBI) defined in this script?

CBI is defined as classroom-based instruction where the content is taught in a language that the students are still in the process of learning, such as EFL (English as a Foreign Language).

What is the difference between CBI and English Medium Instruction (EMI)?

While CBI can refer to classes where language learning objectives are equally important as content learning objectives, EMI focuses primarily on content learning objectives, taught by content experts in a foreign language.

What does CLIL stand for and how does it relate to CBI?

CLIL stands for Content and Language Integrated Learning, and in the context of this script, it refers to the same concept as CBI.

How does language learning in CBI classes differ from traditional EFL classes?

In CBI classes, students not only learn new words but also new concepts, and they are taught to perform academic activities with language that they have never done before in their first language.

Who is Jim Cummins and what is his contribution to understanding language acquisition?

Jim Cummins is an author known for identifying the difference between BICS (basic interpersonal communicative skills) and CALP (cognitive academic language proficiency). He worked with immigrant children in the U.S. and noted the difference in the speed of acquiring conversational fluency versus academic language proficiency.

What is the difference between BICS and CALP?

BICS refers to conversational fluency in a language, while CALP refers to a student's ability to understand and express concepts and ideas relevant to academic success in both oral and written modes.

Why is learning new concepts and language simultaneously challenging for CBI students?

Learning new concepts and language at the same time presents a dual challenge because it requires students to manage a high cognitive load, which is the mental effort required to perform a task, and can overload their working memory.

What is cognitive load theory and how does it apply to CBI?

Cognitive load theory is the idea that learning tasks should be designed not to overload learners' working memory. For CBI instructors, this means structuring lessons to focus students' attention and ensure they can achieve the set objectives without cognitive overload.

What is the role of 'schemata' in facilitating learning in CBI?

Schemata are familiar scripts, routines, or patterns that help learners by framing new lessons within concepts they already understand. Relating new lessons to familiar ideas and routines can reduce the cognitive load and facilitate learning.

What are some key terms introduced in the script that are important for understanding CBI?

Key terms introduced in the script include Content, Content-based instruction (CBI), English medium instruction (EMI), Content and language integrated learning (CLIL), Basic interpersonal communicative skills (BICS), Cognitive academic language proficiency (CALP), Cognitive load, and Schemata.