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Content-based instruction

Content-based instruction (CBI) is an educational methodology that integrates the teaching of academic subject matter—such as mathematics, social studies, science, or history—with second or foreign language development, using the target language as the primary medium for content delivery and fostering simultaneous proficiency in both areas.^[1] This approach shifts the focus from isolated language drills to meaningful, context-rich tasks that engage learners in authentic communication while building discipline-specific knowledge.^[2] The origins of CBI trace back to early immersion programs in Canada starting in 1965, where French was used to teach core curriculum subjects to English-speaking students, marking a departure from traditional grammar-focused language teaching.^[1] It gained further momentum in the 1970s and 1980s through initiatives like the UK's emphasis on content integration in English language teaching and the rise of languages for specific purposes (LSP) programs in the United States, influenced by theoretical foundations in second language acquisition (SLA) research.^[2] In Europe, CBI is often synonymous with Content and Language Integrated Learning (CLIL), a term popularized in the 1990s to describe similar dual-focused pedagogy across bilingual education contexts.^[2] Key principles of CBI include organizing instruction around cognitively demanding, subject-matter themes that provide authentic texts and tasks tailored to learners' needs and proficiency levels, thereby promoting comprehensible input and meaningful language use.^[1] Unlike form-focused methods, CBI emphasizes functional language skills within discourse communities, such as analyzing literature or discussing historical events, while supporting higher-order thinking like critical analysis and problem-solving.^[1] It draws on SLA theories, including Krashen's input hypothesis, which posits that learners acquire language most effectively through exposure to content slightly beyond their current level in natural, engaging contexts.^[2] CBI offers several advantages, including heightened student motivation through relevant, real-world topics that make language learning purposeful rather than abstract, as well as improved retention of both content and linguistic skills via integrated practice in listening, speaking, reading, and writing.^[2] Research demonstrates its efficacy in enhancing vocabulary acquisition, critical thinking, and overall communicative competence, particularly in English as a Foreign Language (EFL) settings where theme-based models adapt content to cultural and academic needs.^[3] Widely applied in immersion, bilingual, and ESL/EFL programs globally, CBI continues to evolve with technology integration, such as digital tools for content creation, to address diverse learner populations.^[3]

Overview and History

Definition and Core Principles

Content-based instruction (CBI) is an educational methodology that integrates the teaching of language skills with subject matter content, allowing learners to develop linguistic proficiency through meaningful engagement with academic or thematic topics rather than through isolated drills on grammar or vocabulary.^[4] In this approach, the target language serves as the medium for delivering content from disciplines such as science, history, or social studies, thereby fostering both cognitive and communicative development simultaneously.^[5] CBI emerged as an extension of communicative language teaching (CLT), which prioritizes authentic language use in context to build practical competence.^[4] The core principles of CBI emphasize the seamless integration of language and content objectives, ensuring that instruction addresses both simultaneously to maximize learning efficiency.^[5] Authentic materials, such as real-world texts, articles, or multimedia from relevant fields, are central to this method, providing learners with exposure to natural language patterns and cultural contexts.^[4] A learner-centered focus underscores the approach, prioritizing students' interests, prior knowledge, and real-world applications to make learning relevant and applicable beyond the classroom.^[5] Additionally, CBI promotes top-down processing, where comprehension begins with overall context and meaning before delving into linguistic forms, encouraging holistic understanding over rote memorization.^[4] Key contributions to establishing CBI as a bridge between content and language education came from Donna M. Brinton, Marguerite Ann Snow, and Marjorie Bingham Wesche in their seminal 1989 work, Content-Based Second Language Instruction.^[5] They defined CBI as "the integration of content with language-teaching aims," proposing three prototype models—sheltered instruction, adjunct courses, and theme-based models—to operationalize this integration in postsecondary settings.^[5] Brinton, Snow, and Wesche argued that using content as a vehicle for language instruction not only enhances linguistic skills but also builds academic knowledge, creating a symbiotic relationship that supports non-native speakers in mainstream education.^[4] Their framework highlighted the use of authentic texts alongside structured language support to facilitate this bridging process.^[5]

Historical Development

Content-based instruction (CBI) originated in the early 1970s within North American immersion programs and bilingual education reforms, building on French immersion initiatives in Canadian schools that began in the 1960s, primarily to address the language learning needs of immigrant students in the United States and Canada.^[6]^[1] In the U.S., CBI principles were first applied in Spanish immersion programs in California schools amid a surge in immigration from Latin America, allowing non-native speakers to access subject-matter content through the target language while building academic proficiency.^[6] Similarly, Canadian French immersion models, which emphasized content delivery in the second language starting around 1965, influenced CBI's development as educators sought to integrate language support with disciplinary knowledge for bilingual learners.^[7] These reforms were driven by federal policies, such as the U.S. Bilingual Education Act amendments in the 1980s, under which nearly 75% of students in bilingual programs were U.S.-born.^[8] By the late 1980s, CBI had evolved from these immersion roots into a structured approach for English as a second language (ESL) contexts, applying discipline-based teaching to enhance both linguistic and cognitive skills.^[9] A pivotal milestone came in 1989 with the publication of Content-Based Second Language Instruction by Donna M. Brinton, Marguerite Ann Snow, and Marjorie Bingham Wesche, which formalized CBI as an integrated methodology for postsecondary and K-12 settings.^[10] This seminal work outlined models like adjunct courses and sheltered instruction, drawing on immersion experiences to advocate for language teaching tied to authentic academic content.^[11] In the 1990s, CBI expanded significantly into English for Specific Purposes (ESP), particularly in professional and academic training programs, where it bridged general language skills with domain-specific vocabulary and discourse.^[12] This period saw CBI adopted in university-level ESP courses across North America and Europe, emphasizing needs analysis and content relevance to prepare learners for specialized fields like business and science.^[7] CBI has long integrated with communicative language teaching (CLT) and task-based language teaching (TBLT), incorporating interactive tasks and meaningful communication to align with broader second language acquisition theories.^[13] Updated editions of foundational texts, such as Brinton et al.'s 2003 Michigan Classics revision, highlighted these synergies, promoting CBI's use in thematic curricula that combined CLT's focus on fluency with TBLT's emphasis on real-world tasks.^[10] Concurrently, the European Commission's multilingualism policies in the 2000s, including the 2004-2006 Action Plan for language learning, advanced CBI through support for Content and Language Integrated Learning (CLIL) to foster academic mobility and linguistic diversity across member states.^[14] Post-2010, CBI evolved to incorporate digital tools for content delivery, such as online platforms and multimedia resources, enhancing accessibility in global EFL contexts.^[15] In Asia, particularly Japan, CBI gained traction through MEXT's reforms starting in 2013 promoting English-medium instruction in secondary education.^[16] Bibliometric analyses indicate peaks in CBI research publications in 2015 and 2019, with ongoing focus in EFL settings on pedagogical innovation and cross-cultural implementation.^[17] As of 2025, recent developments emphasize technology-enhanced CBI, including AI tools for content creation, and its application in supporting multilingual learners in K-12 education.^[18]^[19]

Methodology and Implementation

Key Components

Curriculum integration forms a cornerstone of content-based instruction (CBI), where language proficiency objectives are seamlessly combined with subject-specific content goals to foster simultaneous development of communicative skills and disciplinary knowledge. For instance, learners might acquire specialized vocabulary and discourse patterns through units on environmental science, ensuring that language practice is contextualized within meaningful academic themes. This approach draws from models like theme-based instruction, where curriculum planning aligns language and content syllabi to prioritize learner needs and subject relevance.^[2] Material selection in CBI emphasizes authentic resources, such as real-world texts, videos, and multimedia from target disciplines, adapted through scaffolding to deliver comprehensible input while maintaining cognitive engagement. These materials, including articles from scientific journals or historical documentaries, are chosen to expose learners to natural language use, promoting incidental vocabulary acquisition and genre awareness without isolating grammar rules. Scaffolded tasks, like graphic organizers or simplified readings, further support access to complex content, bridging the gap between native-like input and learner proficiency levels.^[20] Assessment in CBI requires a balanced framework that evaluates both content mastery and language proficiency, often employing integrated methods such as performance-based rubrics for projects that demonstrate understanding of subject matter through oral or written output. This dual focus ensures that learners are not penalized for linguistic limitations when gauging conceptual comprehension, with tools like portfolios or peer-reviewed presentations capturing progress in both domains. Such methods align with CBI's emphasis on holistic evaluation, where success metrics include accuracy in content explanation alongside effective communication.^[10] Teachers in CBI serve primarily as facilitators of content delivery, providing targeted language support to enhance accessibility, such as pre-teaching key vocabulary or modeling discourse structures before delving into core topics. This role extends to orchestrating collaborative activities that encourage active use of the target language in content exploration, while monitoring comprehension and adjusting input for inclusivity. By integrating explicit strategy instruction, like note-taking or questioning techniques, educators empower learners to navigate subject matter independently.^[21]

Practical Strategies and Examples

Implementing content-based instruction (CBI) involves several practical strategies that integrate language learning with subject matter. Task-based activities, such as project-based learning on environmental science, encourage students to engage in real-world problem-solving while developing language skills; for instance, learners might research local ecosystems, create reports, and present findings, fostering both content mastery and communicative competence.^[22] Cooperative learning groups further enhance this approach by having students collaborate on content tasks, such as discussing historical events in small teams, which promotes peer interaction and supports language use in authentic contexts.^[23] Differentiated instruction accommodates varying proficiency levels by adjusting task complexity, providing scaffolds like visual aids for beginners or advanced discussions for higher-level learners within the same content unit.^[24] In the United States, sheltered immersion classes for English as a second language (ESL) students exemplify CBI through history content, where newcomers study American history using simplified texts and multimedia to build both disciplinary knowledge and English proficiency; a case study of high school implementations showed improved academic literacy via structured group discussions and vocabulary integration.^[25] Adaptations for online CBI have proliferated post-2020, utilizing digital platforms for virtual simulations in geography; for example, students explore climate change impacts through interactive tools like Google Earth Voyager expeditions, allowing remote collaboration and language practice in describing spatial data. Globally, non-English CBI appears in French immersion programs in Canada, where elementary students learn science and social studies entirely in French, employing hands-on experiments and group projects to integrate content and language acquisition from early grades.^[26]

Benefits and Outcomes

Academic and Linguistic Advantages

Content-based instruction (CBI) facilitates enhanced vocabulary acquisition and fluency by embedding language learning within meaningful, subject-specific contexts, allowing learners to encounter and use terminology repeatedly in authentic scenarios. Foundational research highlights that this contextual immersion promotes deeper retention compared to isolated drills, with studies demonstrating improved lexical knowledge through integrated content exposure. For instance, in a study of Thai undergraduates, CBI implementation led to significant gains in reading (from mean 7.58 to 13.42), writing (from 12.00 to 17.63), listening (from 9.37 to 13.79), and speaking (from 11.79 to 16.68) scores, alongside overall English performance rising from 41.26 to 61.16 (p < 0.05).^[27] European research on content and language integrated learning (CLIL), a variant of CBI, further shows learners nearly doubling their receptive vocabulary after extended exposure, such as 810 extra hours, compared to traditional EFL students.^[28] Academically, CBI fosters deeper subject-matter understanding and critical thinking skills by aligning language instruction with disciplinary content, mirroring real-world academic demands and standards like the Common Core. This integration enables learners to engage with complex ideas, analyze information, and apply knowledge across domains, resulting in superior content mastery. Empirical data from CBI programs indicate higher pass rates and grades in linked ESL courses, with students outperforming peers in developmental English and subject areas.^[29] In European contexts, 11 of 16 reviewed studies (2010–2020) found CLIL students equaling or exceeding non-CLIL peers in subjects like mathematics and sciences, attributing gains to the dual focus on content and language.^[28] Long-term benefits of CBI include better preparation for higher education and the workforce, as it builds sustained proficiency and academic resilience. A longitudinal analysis of 770 ESL students revealed that those in content-linked programs achieved higher graduation rates, retention, and overall GPAs years after instruction, alongside improved English proficiency test outcomes.^[29] European longitudinal studies corroborate this, showing CLIL participants maintaining advantages in mathematics performance through grades 3–6 and enhanced L1 proficiency over time, supporting smoother transitions to advanced studies.^[28] Meta-analyses up to 2023 affirm CBI's superiority for integrated skills development over traditional methods, with small to moderate effect sizes on both linguistic and academic outcomes. A meta-analysis of 38 primary studies (N=7,434) on CLIL demonstrated positive impacts (small to moderate effect sizes) on English proficiency, particularly in secondary education.^[30] Seminal works, such as Grabe and Stoller (1997), provide the research foundations underscoring these gains, emphasizing CBI's role in holistic proficiency.^[31]

Student Motivation and Engagement

Content-based instruction (CBI) enhances intrinsic motivation by integrating language learning with subject matter relevant to students' interests and real-world needs, aligning with self-determination theory (SDT) principles that emphasize autonomy, competence, and relatedness.^[32] According to Dörnyei (2001), motivational strategies in language classrooms, such as presenting content that resonates personally, foster a sense of enjoyment and value in learning, which is particularly amplified in CBI where abstract grammar drills are replaced by purposeful exploration of topics like science or history.^[33] This relevance transforms language acquisition from a rote task into an engaging pursuit, encouraging students to invest effort voluntarily rather than through external pressures.^[32] Within CBI frameworks, specific engagement strategies promote SDT's core needs by offering student choice in topic selection, which builds autonomy, and incorporating collaborative tasks like group projects or discussions, which enhance competence through peer support and relatedness via social interaction.^[32] For instance, allowing learners to vote on themes such as environmental issues or cultural studies empowers them to direct their learning path, while joint activities ensure active participation and a sense of belonging.^[34] These approaches not only sustain attention during lessons but also cultivate long-term interest, as evidenced by high perceived autonomy (mean = 4.03) and competence (mean = 3.88) scores in CBI courses.^[32] Empirical research from 2015 to 2023 demonstrates CBI's superiority in boosting attendance and persistence compared to traditional language classes, with studies reporting higher retention rates and completion in CBI programs.^[34] For example, a 2018 analysis found CBI students achieved significantly higher pass rates (χ² = 38.3, p < 0.001) and GPAs (t = 4.72, p < 0.001) over four years than those in conventional ESL settings, attributing this to sustained motivation from content relevance.^[34] Similarly, a 2024 study on CBI MOOCs revealed high overall engagement (mean = 4.22), including behavioral persistence, despite challenges, underscoring CBI's role in maintaining student involvement.^[32] In multilingual classrooms, CBI boosts confidence among diverse learners by emphasizing meaningful tasks that leverage their existing knowledge and cultural backgrounds, thereby reducing anxiety and promoting equitable participation.^[35] Pre-teaching key vocabulary and incorporating group discussions on familiar topics allow non-native speakers to contribute effectively, fostering a supportive environment where errors are viewed as part of growth (Pascoe et al., 2015).^[35] This approach has been shown to increase self-assurance in mixed-ability settings, as students engage with content that validates their multilingual identities and builds competence through collaborative success.^[35]

Contrasts with Traditional Language Teaching

Content-based instruction (CBI) represents a fundamental shift from traditional language teaching methods, such as the grammar-translation and audio-lingual approaches, by prioritizing the integration of language learning with subject-matter content rather than isolating linguistic forms. In traditional methods, instruction centers on decontextualized drills, explicit grammar rules, and rote memorization to achieve structural accuracy, often through translation exercises or pattern repetition that treat language as a system of rules detached from real-world use.^[36]^[9] In contrast, CBI adopts a holistic, content-driven structure where language emerges naturally from engaging with authentic materials on topics like history or science, allowing learners to acquire vocabulary and syntax through meaningful contexts rather than isolated exercises.^[36]^[37] A key distinction lies in the role of the learner: traditional approaches position students as passive recipients who absorb and reproduce predefined linguistic patterns under teacher direction, with limited opportunities for personal input or exploration.^[38] CBI, however, transforms learners into active explorers of content, encouraging interaction, critical thinking, and collaborative problem-solving as they negotiate meaning around substantive themes, fostering autonomy and relevance in the learning process.^[36]^[9] Curriculum design further highlights these differences, as traditional methods follow a linear, language-centric sequence focused solely on linguistic progression—such as mastering tenses before discourse—using standardized textbooks with fragmented drills.^[36]^[38] CBI employs a flexible, interdisciplinary framework that draws from multiple subjects, adapting content to learners' interests and needs for a more integrated and dynamic syllabus.^[9]^[36] Regarding outcomes, traditional teaching emphasizes grammatical accuracy and formal correctness, often resulting in proficient but rigid language use that prioritizes error-free production over practical application.^[38] CBI, aligned with the communicative language teaching paradigm that emerged in the 1970s, cultivates communicative competence by promoting fluency, pragmatic skills, and the ability to use language effectively in diverse contexts, as critiqued in earlier shifts away from form-focused drills.^[9]^[38]^[36]

Connections to Other Models

Content-based instruction (CBI) intersects significantly with English for Specific Purposes (ESP), serving as a foundational framework that integrates language learning with domain-specific content to meet professional needs. In ESP contexts, CBI facilitates targeted instruction, such as teaching business English through real-world scenarios like report writing or negotiations, allowing learners to acquire vocational vocabulary and skills simultaneously. This overlap positions CBI as an extension of ESP, where content selection is driven by learners' occupational requirements rather than general language proficiency.^[12]^[39] Similarly, CBI aligns closely with English for Academic Purposes (EAP), emphasizing academic content to build study skills like note-taking and critical analysis in disciplines such as science or history. By prioritizing subject matter alongside language development, CBI enhances EAP's goal of preparing students for university-level discourse, fostering both linguistic accuracy and disciplinary competence. This connection underscores CBI's role in bridging language instruction with higher education demands.^[40]^[41] CBI also connects to sheltered instruction, particularly for beginner-level English learners, by adapting content delivery to make complex subjects accessible through supportive strategies. The Sheltered Instruction Observation Protocol (SIOP) model, developed in the early 2000s, exemplifies this integration by incorporating visual aids, simplified texts, and explicit language objectives to shelter content while advancing both academic understanding and language proficiency. SIOP's eight components, including building background knowledge and comprehensible input, extend CBI's principles to diverse classroom settings with multilingual learners.^[42]^[43]^[44] In relation to task-based language teaching (TBLT), CBI shares a commitment to authentic, real-world tasks that promote communicative competence, but it distinguishes itself by embedding deeper exploration of subject-area knowledge. While TBLT focuses on task completion to drive language use, CBI layers disciplinary content—such as environmental science discussions—to enrich task outcomes and sustain long-term engagement. This synergy allows educators to combine TBLT's task cycles with CBI's content scaffolding for more robust learning experiences.^[45]^[46] Recent advancements in the 2020s have seen CBI integrated with flipped classroom models and AI tools in hybrid learning environments, enhancing flexibility and personalization. In flipped CBI, students preview subject content via videos or readings before class, freeing in-class time for interactive discussions and application, which boosts retention in language-focused settings. Additionally, AI-driven platforms support CBI by adapting content delivery—such as generating customized reading materials or simulations—within hybrid formats, aligning with principles of content and language integrated learning to meet diverse learner needs.^[47]^[48]^[49]

Challenges and Criticisms

Common Limitations

Content-based instruction (CBI) places significant resource demands on educators, particularly the requirement for dual expertise in both subject content and language pedagogy, which often strains teachers who lack sufficient preparation or support. In EFL contexts, teachers report challenges in integrating these elements due to limited access to appropriate materials and the time-intensive nature of lesson planning, leading to reliance on traditional language-focused methods instead. Studies from developing countries in the 2010s, such as those in Malaysia, highlight how underprepared science and mathematics teachers struggle with CBI implementation owing to inadequate English proficiency training and scarce authentic resources, exacerbating implementation barriers in resource-constrained environments.^[50]^[51] Equity issues arise in CBI when low-proficiency learners face overload from complex content without sufficient scaffolding, potentially widening achievement gaps. Research indicates that students with lower English proficiency experience heightened anxiety and reduced motivation in content-driven courses, as difficult vocabulary and syntax create a cycle of poor content comprehension that hinders language acquisition. For instance, empirical data from Chinese universities show polarization in outcomes, with failure rates up to 10.3% among lower-proficiency groups under CBI curricula, underscoring the risk of disadvantaging vulnerable learners in heterogeneous classrooms.^[52] Criticisms of CBI often center on its overemphasis on content, which can neglect explicit grammar and vocabulary instruction, resulting in variability of linguistic outcomes. The approach's incidental focus on language may confuse learners who perceive insufficient progress in core skills, potentially leading to lower accuracy in target language use. Reviews from the early 2000s and later analyses confirm this, noting negative effects on grammatical development and inconsistent results across implementations, where content prioritization sometimes undermines balanced language proficiency.^[36] Empirical gaps in CBI research are evident in the scarcity of long-term studies from non-Western contexts, which reveal cultural mismatches between Western-originated models and local educational norms. Investigations in Asia, for example, point to limited data on sustained impacts in settings like China and Malaysia, where hierarchical classroom dynamics clash with CBI's interactive demands, hindering adaptation and effectiveness. This underrepresentation highlights the need for context-specific evidence to address potential mismatches in diverse global applications.^[53]^[54]

Strategies for Overcoming Barriers

Professional development programs for teachers implementing content-based instruction (CBI) emphasize integrating pedagogical expertise with subject-specific knowledge to address the dual demands of language and content teaching. Post-2015 certification models, such as those outlined in collaborative frameworks for immersion and CBI, advocate for ongoing training that includes workshops on curriculum design, language scaffolding, and collaborative planning between language and content specialists. For instance, the 2020 edited volume by Cammarata and Ó Ceallaigh highlights programs that foster teacher agency through reflective practices and interdisciplinary partnerships, enabling educators to adapt CBI to diverse classroom contexts.^[55] These models often incorporate certification pathways through university-led initiatives focused on second language teaching professional development. Scaffolding techniques in CBI serve as graduated supports to bridge proficiency gaps, ensuring learners can access content without overwhelming language barriers. Common methods include providing glossaries or word banks to clarify key vocabulary in context, allowing students to reference terms during reading or discussions, as recommended in CBI resource modules that promote comprehensible input.^[56] Peer tutoring further enhances this by pairing proficient students with peers to explain concepts collaboratively, fostering mutual understanding and reducing isolation in mixed-ability groups; research on heterogeneous CBI classrooms demonstrates its effectiveness in building confidence and content mastery.^[57] These techniques, when layered progressively—from teacher modeling to independent application—help mitigate resource strains by leveraging classroom dynamics for equitable participation.^[58] The COVID-19 pandemic has amplified challenges in resource access and online CBI implementation, particularly in EFL settings, underscoring the need for adaptable digital scaffolding strategies.^[59] Policy recommendations from 2020s UNESCO guidelines underscore the need for institutional support to sustain CBI, particularly in multilingual settings where resource allocation is critical. The 2025 "Languages Matter" guidance advocates for governments and schools to invest in materials development, such as bilingual resources and digital tools, to facilitate content delivery in learners' home languages alongside target languages.^[59] It emphasizes systemic changes, including funding for collaborative teacher teams and infrastructure upgrades, to promote inclusive CBI adoption across educational levels, drawing on evidence that such supports enhance learning outcomes in diverse populations.^[60] Evaluation adaptations in CBI prioritize formative assessments to monitor progress and ensure equity, allowing instructors to adjust instruction based on real-time student needs. Tools like ongoing portfolios, peer feedback sessions, and rubrics that assess both content understanding and language use enable differentiation for varying proficiency levels, as detailed in CBI testing frameworks.^[61] These methods, aligned with equity-focused practices, involve regular check-ins such as think-pair-share activities to identify gaps early, promoting inclusive environments where all learners, regardless of background, can demonstrate growth.^[62]

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The present study investigated the impact of Task-Based Language Teaching (TBLT) and Content-Based Language Teaching (CBLT) on reading comprehension of the ...
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[PDF] Flipping a Content-Based ESL Course - Hawaii Pacific University
This action research study aims to uncover the pedagogical effects of applying the flipped classroom strategy to. Content-Based Instruction for English language ...
[47]
Flipping every student? A case study of content-based flipped ...
Feb 22, 2017 · The study aims to explore university-level foreign language learners' perceptions of the content-based flipped classroom approach and ...
[48]
Content and AI Integrated Learning in Language Teaching for ...
Jun 14, 2025 · This study introduces Content and AI Integrated Learning (CAIIL), a novel pedagogical framework that adapts principles from Content and Language ...
[49]
Foreign Language Teachers' Struggle to Learn Content-Based ...
Findings suggest that teachers struggle mainly with the idea of teaching language through content, a concept they have difficulty grasping or even accepting as ...
[50]
(PDF) Content based instruction needs and challenges in diversified ...
Oct 20, 2015 · This paper will explicate the aspects of English language needed and challenges faced by Science and Mathematics teachers in selected secondary school in ...Missing: limitations demands
[51]
Effects of content-based curriculum on the language performance of ...
Content-based curriculum had positive effects on lower-grade English majors, but no obvious effects on higher-grade majors, with polarization in lower grades.
[52]
Content-based language teaching: Convergent concerns across ...
This article serves as the introduction to this special issue of Language Teaching Research on content-based language teaching (CBLT).
[53]
[PDF] Adapting Pedagogy to Cultural Context - RTI International
Sep 13, 2021 · Researchers have observed the mismatch between pedagogical reform efforts and the culture of many low- and middle- income countries (LMICs) for ...
[54]
Teacher Development for Immersion and Content-Based Instruction
Teacher Development for Immersion and Content-Based Instruction ; Editor(s): Laurent Cammarata 1 and T.J. Ó Ceallaigh ; Format: PDF, EPUB+ZIP ; Publication Date ...
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[PDF] Scaffolding Techniques in CBI Classrooms
Paraphrasing. ▫ Using “think-alouds”. ▫ Reinforcing contextual definitions. ▫ Developing questions with Bloom's taxonomy in mind. ▫ Writing prompts.
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[PDF] Excellence in Education Journal Volume 5, Issue 2, Summer 2016
One lesson plan using Content-based instruction method has built-in peer tutoring and support within the heterogeneous class groupings, which eliminates the ...
[57]
Content-Based Instruction for ELL | Strategies & Examples - Study.com
Oct 10, 2025 · These scaffolds might include sentence frames, word banks, partially completed outlines, or structured note-taking guides.
[58]
Languages matter: global guidance on multilingual education
Aug 19, 2025 · This guide presents up-to-date principles for language-in-education policies that recognize multilingualism as both a fundamental human characteristic and an ...Missing: 2020s | Show results with:2020s
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[PDF] Languages matter: Global guidance on multilingual education
The new UNESCO guidance is designed to help Ministries of Education and key educational stakeholders place multilingual education at the core of their policy- ...Missing: 2020s | Show results with:2020s
[60]
[PDF] Developing a Formative Test for a CBI Class
The PIE content-based course contains 4 themed units. To test students' knowledge learned in each unit, teachers grade classwork (10% of the grade), ...Missing: paper | Show results with:paper
[61]
Expanding Formative Assessment for Equity and Agency
Nov 11, 2020 · Formative assessment informs teachers and students about the teaching and learning that has happened and helps them form a plan for what should ...