Content-based instruction

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Content-based instruction (CBI) is a significant approach in language education, designed to provide second-language learners instruction in content and language (hence it is also called content-based language teaching; CBLT). CBI is considered an empowering approach which encourages learners to learn a language by using it as a real means of communication from the very first day in class.^[1] The idea is to make them become independent learners so they can continue the learning process even outside the class.^[1]
Historically, the word content has changed its meaning in second language teaching. Content used to refer to the methods of grammar-translation, audio-lingual methodology, and vocabulary or sound patterns in dialog form.

Methodology[edit]

CBI is considered more a philosophy than a methodology. There is no single formula for this type of instruction but there are certain models of CBI which are used worldwide to achieve a holistic and global approach to foreign language learning.^[1] In essence, CBI implies integration of language learning and content learning. Hence, in a CBI course the focus of learning is not on learning of a language in isolation, but rather learning of language through the study of subject matter.

Benefits[edit]

1. 
   Learners are exposed to a considerable amount of language through stimulating content. Learners explore interesting content and are engaged in appropriate language-dependent activities. Languages are not learned through direct instruction, but rather acquired "naturally" or automatically.
   
2. 
   Complex information is delivered through real life contexts for the students to grasp easily, thereby leading to intrinsic motivation.
   
3. 
   Greater flexibility and adaptability in the curriculum can be deployed as per the student's interest.
   

Motivating students[edit]

Keeping students motivated and interested are two important factors underlying content-based instruction. Motivation and interest are crucial in supporting student success with challenging, informative activities that support success and which help the student learn complex skills (Grabe & Stoller, 1997). When students are motivated and interested in the material they are learning, they make greater connections between topics, elaborations with learning material and can recall information better.

Conclusion[edit]

The integration of language and content teaching is perceived by the European Commission as "an excellent way of making progress in a foreign language." CBI effectively increases learners' English language proficiency and teaches them the skills necessary for the success in various professions. With CBI, learners gradually acquire greater control of the English language, enabling them to participate more fully in an increasingly complex academic & social environment.