Mind Over Matter

Content-based language teaching is an approach to language instruction that integrates the development of language skills with the learning of subject matter. In other words, content-based language teaching uses meaningful and authentic content to teach language rather than focusing on isolated grammar rules or vocabulary lists. Content-based teaching can be applied to various contexts and levels of education, from primary to tertiary and from general to specific purposes.

Content-based instruction (CBI) and Content and Language Integrated Learning (CLIL) are two major approaches to language teaching that aim to integrate language and content learning in meaningful and authentic contexts. In this blog post, I will briefly explain the development of these approaches and their main features, models, benefits and challenegs.

CBI and CLIL have their roots in the communicative approach to language teaching, which emerged in the 1970s and 1980s as a reaction to grammar-translation and audio-lingual methods. The communicative approach emphasized the importance of using language for real-life purposes rather than focusing on form and accuracy. However, communicative language teaching (CLT) also faced challenges and criticisms, such as the need for more precise objectives, difficulty assessing learners’ progress, and neglect of cultural and cognitive aspects of language learning.

In response to these challenges, some language educators proposed using content as a language-learning vehicle rather than a separate subject. This concept was influenced by a number of theories and models of second language learning, including the input hypothesis by Krashen, the interdependence hypothesis by Cummins, the output hypothesis by Swain, and the sociocultural theory of Vygotsky. These theories suggest that learners acquire language more effectively when they are exposed to comprehensible input when they use both their first and second languages to access content knowledge, produce meaningful output, and interact with more competent peers or experts.

David Eskey first used the term content-based instruction in 1986 to refer to a style of language teaching that bases the acquisition of language skills on academic or professional content. CBI can take different forms and degrees of integration, depending on the learners’ goals, context, and level. For example, some CBI programs use content from other disciplines (such as science, history, or literature) to teach language skills (such as reading, writing, or speaking). Other CBI programs use language to teach content knowledge (such as math, geography, or art). While some CBI programs are taught by content instructors who have also received training in language instruction, others are taught by instructors who collaborate with language instructors.

David Marsh coined the phrase “Content and Language Integrated Learning” in 1994 to describe a related strategy created in Europe in the context of bilingual education and multilingualism. CLIL is “a dual-focused educational approach in which an additional language is used for the learning and teaching of content and language” (Coyle et al., 2010). CLIL can also vary in terms of the degree of integration, the type of content, the level of language proficiency, and the role of the teacher. For example, some CLIL programs use an additional language (English, French, or German) to teach content from the mainstream curriculum (such as science, history, or music). Other CLIL programs use an additional language to teach content from a different cultural or linguistic background (such as Chinese culture or Arabic literature). While some CLIL programs are taught by bilingual teachers who are adept at teaching both language and content, others are taught by monolingual teachers who receive support from language assistants or specialists.

Models of Content-Based Teaching

There are different models or types of content-based language instruction, depending on the degree of integration between language and content, the teacher’s role, and the learners’ level.

• Theme-based: The teacher selects a theme or topic that is interesting and relevant to the learners and designs activities that cover different language skills and content areas related to the theme. For example, a theme-based unit on environmental issues could include reading texts, listening to podcasts, watching videos, writing essays, and giving presentations on global warming, recycling, renewable energy, etc. This model is suitable for general language courses or elective courses that aim to develop learners’ overall language competence and cultural awareness.
• Sheltered: The teacher is a subject matter expert who teaches a content course (such as history, science, or math) to a group of learners with the same language proficiency level. The teacher adapts the content and the language to make it comprehensible and accessible to the learners, using techniques such as scaffolding, visuals, graphic organizers, etc. The main goal is to help learners acquire content knowledge while developing language skills. This model is suitable for content courses that are part of a curriculum or a program that requires learners to master specific content objectives and standards.
• Adjunct: The instructor is a language expert who teaches a language course that is connected to a subject matter course that is being taught by another instructor. olled in both courses simultaneously, and the language course supports and complements the content course. The language teacher coordinates with the content teacher to select and design materials and activities that reinforce both courses’ content and language objectives. The main goal is to help learners improve their academic language skills while deepening their understanding of the content. This model is suitable for intermediate or advanced-level learners who need to enhance their academic literacy skills in preparation for higher education or professional development.
• Immersion: The teacher is a subject matter expert who teaches a content course to learners with different language proficiency levels. The teacher does not modify or simplify the content or the language but expects the learners to cope with the academic demands of the course. The main goal is to help learners develop their content knowledge and language skills through exposure and interaction. This model is suitable for immersion programs that promote bilingualism or multilingualism among learners with diverse linguistic backgrounds and abilities.

Each model has its advantages and disadvantages, depending on the context, the goals, the resources, and the needs of the learners and teachers involved. Therefore, it is essential for teachers to carefully consider which model best suits their situation before implementing content-based teaching in their classrooms.

Benefits of Content-Based Teaching

Following are some of the benefits of content-based language teaching:

• It increases learners’ motivation and engagement by exposing them to relevant, exciting, and challenging topics. For example, learners interested in environmental issues can learn about the causes and effects of climate change while also developing their reading, writing, speaking and listening skills in English.
• It enhances learners’ cognitive and academic skills, as they have to process, analyze and synthesize information from various sources and disciplines. For instance, learners studying history can learn about the historical events and figures that shaped the world while applying critical thinking and problem-solving skills to evaluate different interpretations and perspectives.
• It fosters learners’ communicative competence, as they must use language for different functions and purposes, such as describing, explaining, arguing, persuading, etc. For example, learners preparing for a debate can learn to use persuasive language and rhetorical devices to support their claims and counterarguments while practicing their oral presentation and interaction skills.
• It promotes learners’ intercultural awareness and global citizenship as they learn about different cultures, perspectives and issues that affect the world. For instance, learners exploring social justice topics can learn about other groups and communities’ values and beliefs while developing empathy and respect for diversity.

Challenges of Content-Based Teaching

Content-based teaching is a popular and preferred language teaching approach in different parts of the world. However, content-based teaching is not a one-size-fits-all method but rather a flexible and adaptable one that can be tailored to different contexts, needs and goals. Following are some of the challenges to be addressed for the successful implementation of content-based language teaching.

• It requires careful planning and coordination between language teachers and subject teachers, as well as between teachers and learners, to ensure that the content is appropriate, accessible and meaningful for the learners. This may involve selecting relevant and engaging topics, designing suitable tasks and activities, aligning learning objectives and outcomes, providing scaffolding and differentiation strategies, etc.
• It demands a high level of linguistic and pedagogical competence from the teachers, as they have to balance the dual goals of language development and content learning and provide adequate support and feedback to the learners. This may require adapting the content to the learners’ language level, integrating language skills and systems, facilitating learner autonomy and collaboration, assessing learner progress and achievement, etc.
• It involves a shift in the roles and expectations of both teachers and learners, as they have to adopt a more learner-centered and collaborative approach to teaching and learning rather than a teacher-centered and transmission-oriented one. This may imply creating a positive and supportive learning environment, encouraging learner participation and interaction, fostering learner inquiry and discovery, promoting learner reflection and self-evaluation, etc.

In conclusion, content-based teaching is a powerful and effective way of integrating language and content learning that can enhance learners’ linguistic and cognitive outcomes. However, it also requires careful planning, implementation and evaluation to succeed. In this blog post, I have discussed some of the benefits and challenges of content-based teaching and some of the models and types that can be used in different settings. This post has given you some insights into content-based teaching and how it can be applied in your context.