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Content-based instruction (CBI) is a significant approach in language education (Brinton, Snow, & Wesche, 1989), designed to provide second-language learners instruction in content and language (hence it is also called content-based language teaching; CBLT).
The integration of content and language learning in English as an international language (EIL) is found in approaches to bilingual education. [2] These approaches include immersion, content-based instruction (CBI), content-based language teaching (CBLT), and the movement towards English medium instruction (EMI). All of these approaches raise a ...
Teachers may also use gestures, demonstrations, and other non-verbal cues to support comprehension. [2] Cultural Sensitivity: Teachers respect and value the cultural backgrounds and experiences of ELLs, integrating culturally relevant content and examples into instruction. This helps ELLs feel more connected to the material and promotes a ...
The Technological Pedagogical Content Knowledge (TPACK) framework is an educational model that describes the intersections between technology, pedagogy, and content for the effective integration of technology into teaching. TPACK became popular in the early 2000s.
Opinion sharing is a content-based activity, whose purpose is to engage students' conversational skills, while talking about something they care about. [16] Example: The instructor introduces a topic and asks students to contemplate their opinions about it. (E.g., dating, school dress codes, global warming)
"Content-based instruction (CBI) is the integration of selected content with language teaching aims". [4] Thus, when trying to identify which approach being taken, the question is: "Is it English for Specific Purposes or English through specific content themes or content areas?"
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