EDCI 5542 Course Description (Spring semester)

This course covers the historical and current approaches, methods, and techniques of teaching English to speakers of other languages, from grammar translation to audiolingual and communicative approaches. Additionally, successful classroom practices that address the needs of culturally and linguistically diverse students will be presented.

Student assignment samples:    

Lesson Plan #2: Emergencies—Day 1

Amy L. Dunlevy

School of Education, Social Work, and Psychological Sciences

University of Missouri - Kansas City

EDUC—CI 5542: Methods of Teaching English as a Second Language

Dr. Michael Wei

November 1, 2024

Title: Emergencies—Day 1

Grade Level: 9-12 Beginning English Learners

Subject: English Language Learners—Newcomers Class

Duration: 80 minutes

Objectives:

·         Content Objective: Students will be able to ask for assistance or offer assistance in English if they have an injury or illness or see someone who has an injury or illness.

·         Language Objective: Students will be able to identify 10 English words related to emergencies.

·         Language Objective: Students will be able to role-play a scenario about illnesses or injuries.

Description of students: The students in this class are newcomers; they have been in the United States for less than a year and speak little to no English. One student has only lived in the United States for five weeks, and one student has only been in a U.S. school for one week. Nine of ten students in this class scored between 1.0 and 1.9 on a WIDA screener when they arrived at school. The remaining student scored a 2.5 on the ACCESS test in February 2024. Students are in grades 9-12 and range in age from 14-18 years old. All students are native Spanish speakers and are from Mexico, Colombia, Cuba, and Venezuela.

Materials:

·         Oxford Picture Dictionary for the Content Areas, 2nd ed. (textbook)

·         Oxford Picture Dictionary for the Content Areas Workbook, 2nd ed.

·         Pencils

·         Brown notebooks

·         Paper

·         Magnetic word wall

·         Computer and projector

·         Link for “The DJ Says”

·         Link for “A 911 Call (full video)” by TCDSB Adult Education Youtube Channel

·         Realia—bandages, crutches, medicine bottles and a wheelchair (if the nurses have one I can borrow) or a picture of a wheelchair and pictures of a firefighter and a police officer

·         Dry-erase board and markers

·         Sentence stems and wall labels for gallery walk

Warm-up Activity (10 min.):

·         The teacher will start by telling students that they are going to need to use what they have learned about the parts of the body and left and right for this unit about emergencies.

·         The teacher will instruct students to stand up and follow the directions in the video “The DJ Says” by DJ Raphi. After the song is over, the teacher will say, “Good job! Did you have fun?” She will wait for responses and answer any questions students have and then say, “Now, let’s sit down and take out our brown notebooks.”

·         The teacher will then say, “We are going to watch a short video about a 911 call. Last week, we talked about 911. Do you remember why we call 911?” She will wait for responses and respond appropriately. While you are watching the video, write down what you understand in your brown notebooks. What questions do you have?”

·         The teacher will play the video “A 911 Call (full video)” by the TCDSB Adult Education YouTube channel. After watching the video, the teacher will ask students what they understood from the video. She will ask students to share what they wrote in their notebooks. She will say, “Great job of using what you have already learned. You also used clues from the video. Way to go!”

Guided Practice (20 minutes):

·         The teacher will then tell students to take out their textbooks and turn to page 18 (See Appendix A) while she walks to the magnetic word wall and says, “Let’s say these words together and find them in our textbooks or on the board. If the word has a picture in your book, say the number of the picture. If the picture is on the board, point to it. If you know the Spanish words for any of these, write them in your books under the pictures.” She will then read the words on the magnetic word wall one at a time while encouraging students to pronounce each word and find the corresponding picture in their books. She will assist students with pronunciation as needed.

·         The teacher will then say, “Great job!”

·         The teacher will then tell students to categorize the words on the board by people in one column and objects/things in the second column. She will divide the students into two groups. Each group will have magnetic strips with the same 10 words.

·         The teacher will say, “Great job! What questions do you have?” She will answer any questions students have.

·         The teacher will say, “Let’s go back to our seats. We are now going to talk about how to ask for help.” The teacher will pick up the bandage and ask, “When would we need a bandage?” She will wait for student responses and then say, “Very good!” She will then pick up the crutches and ask, “When would we need crutches?” She will wait for student responses and say, “Yes! That is a good reason to use crutches.” She will then go to the wheelchair and ask, “When would we need a wheelchair?” She will then respond, “Exactly! That is a good time to ask for a wheelchair.” She will then hold up a medicine bottle and ask, “When would we need medicine?” She will then say, “Yes! Very good! We would take medicine for a headache.” She will then walk to the picture of the ambulance and ask, “When would we need an ambulance?” She will then say, “Great! What number do we call if we need an ambulance?”

Group Activity (35 min.):

·         The students will participate in a gallery walk to practice speaking and using the new vocabulary words. The teacher will tell students that they are now going to practice some speaking scenarios where they are either the patient or someone helping the patient.

·         At each of the five stations, students will write their own speaking scenarios using the provided sentence stems (See Appendix B) and will then practice it aloud while using the realia. Each student will be the patient and the helper at each station.

·         Students will rotate in a clockwise direction until all students have visited every station.

·         The teacher will choose a student to demonstrate what the pairs will do at each station. The teacher will then say, “You and your partner will have five minutes at each station. What questions do you have?”

·         The teacher will assign groups and starting stations for each group.

·         Students will rotate through the five stations.

·         The teacher will monitor student progress and help clarify any misconceptions. She will also ensure that students are actively participating.

·         When students are finished, the teacher will ask if any students would like to share a speaking scenario with the class.

·         The teacher will collect the sentences students wrote at each station.

Independent Practice (10 min.):

·         Students will complete questions A1, A2, A4, A5, B4, B5, B6, and B9 on page 18 of the Oxford Picture Dictionary for the Content Areas Workbook, 2nd ed. (See Appendix C).

Closure (5 min.):

·         The teacher will say, “Good job working hard and staying focused today! Let’s look at our objectives. Our content objective is to ask for help or give help in English during an illness or injury. Did we do that today? Show me with your thumbs. Good! Yes, we did! Our language objectives are to identify English words related to emergencies and role-play scenarios about illnesses or injuries. Did we do that? Good! Yes, we did. Did we accomplish our objectives today? Yes, we did.”

·         The teacher will then have the students name the 10 new vocabulary words as she points to each one. She will then ask students to tell what that person or item does.

·         The teacher will tell students that they will learn more about the rest of the new vocabulary words—nurse, police officer, firefighter, and doctor—tomorrow.

Assessment:

·         Informal Assessment

o   During Guided Practice, the teacher will listen to student pronunciations and make on-the-spot corrections as necessary.

o   During Guided Practice, the teacher will ensure that students understand word meanings during the categorization activity.

o   During the Group Activity, the teacher will walk around the room, ensuring that students are writing their sentences correctly and practicing speaking. The teacher will also ensure that all students are actively engaged.

·         Formal Assessment

o   The teacher will grade the sentences students write during the Group Activity to ensure comprehension and correct written usage of vocabulary words.

o   During Independent Practice, students will complete worksheets individually by labeling pictures of the 10 new vocabulary words they learned today. This assignment will be graded for accuracy.

Modifications (for students with special needs):

·         I have paired my newest students who have limited English skills with students who are focused on learning the language and patient.

·         If a student does not seem to understand the new vocabulary words by the Independent Practice portion of the lesson, the teacher will allow that student to use the textbook with the labels while completing the individual assignment.

·         If a student has difficulty with pronunciation that is not easily corrected in class, the teacher will work with that student one-on-one in the hallway.

·         When the class reviews during the next lesson, the teacher will address any concerns she noticed while grading the Individual Practice assignment and will address any other concerns.

Appendix A-C omitted

James Murphy

Lesson Plan #1

EDCI 5542

Dr. Michael Wei

October 6, 2023

Title: Do I Have? The Use of the Verb “Have” in Negative Statements and Questions

Grade Level: 6-8 Beginning English Learners

Subject: English Language Learners - Newcomers Class

Duration: 40-45 minutes

Objectives: Students will be able to

●   Use the present tense of “have” in negative statements

●   Use the present tense of “have” with Yes and No Questions

●   Review the Present Tense of “have” in affirmative statements

●   Review how to look at our class schedules

Description of students:  The students that are in this class are considered “newcomers,” as generally, they have been in the United States for less than a year and/or speak little to no English. This status can be verified through a WIDA Screener or the ACCESS tests that are given out every January. These particular students are in middle school, meaning they range anywhere from 12-15 years old.

Materials:

●   Keys to Learning Textbook

●   Keys to Learning Worksheet

●   Notebook

●   Copy of their class schedules

●       Pencil

Warm-up Activity (5 min):

●   The teacher will pull up a chart on the PowerPoint of the previous day’s lesson, which was the present tense of the verb “have” with affirmative statements (See Appendix A).

●   The teacher will then demonstrate the first part of the chart, saying, “I have lunch now.”

●   The teacher will then call on different students to read the statements (you have, he has, she has….), stopping and correcting if there are mispronunciations by the students.

●       The teacher will then say, “Great! Now that we have reviewed affirmative statements of the verb “have” it is time to look at the negative statements for the verb “have.” While the teacher is talking, they will gesture with their thumbs up or thumbs down for the affirmative and negative statements.

Guided Practice (20 min):

●   The teacher highlights another chart and says, “Now, we will talk about the verb “have” in negative statements.” (See Appendix B).

○   The teacher then goes through the entire chart by themselves, pointing to each word as they say them.

○   Next, the teacher goes through the chart again, this time having the students repeat what they say.

○   After this, the teacher then points out the contractions at the bottom of the chart, emphasizing that “don’t” can replace “do not” and “doesn’t” can replace “does not.”

○   The students and the teacher then go through the chart a third time, this time using contractions in place of the complete words.

○       Activity: the teacher and the students go through numbers 1-5 on page 31 of the book, where they practice changing affirmative statements to negative statements (See Appendix C).

●   The teacher highlights a third chart and says, “Now, we will practice our verb “have,” but now with questions” (as the teacher says this, they draw a question mark on the board).

○   The teacher then goes through the entire chart by themselves, pointing to each word as they say them. The affliction in their voice should show that they are asking a question compared to a statement (See Appendix D).

○   Next, the teacher goes through the chart again, this time having the students repeat what they say.

○   After this, the teacher moves on to the next chart, showing how they can answer the question that is asked of them.

○   The students and the teacher then practice, with the teacher asking the question, and the student answering either from the “yes” portion of the chart or the “no” portion of the chart.

○   Activity: the teacher and the students review numbers 1-5 on page 31 of the book, but this time, they rewrite the statements as a question.

■       This activity will be quite difficult for the students. Prepare to do most, if not all, with them.

Group Activity (5 min):

●   The teacher asks the students to get out their class schedules. After all students show that they have their schedules, the teacher will say, “Ok, class! Now that we all have our schedules, we are going to take turns asking and answering questions about our schedules! When you ask, use our verb “have.” Let’s try it!”

●   The teacher will pick a student who has a higher level of understanding to use as an example. The teacher will ask a student a question, pointing to the chart on the board. The student will then look at their schedule and answer the question using the chart on the board. Then, the roles are reversed, and the student will ask the question while the teacher responds.

●       After the example, the students are split into groups, where they practice asking each other questions about their schedule and answering. The teacher is moving around the room, helping students with pronunciation and correcting any other mistakes.

Independent Practice (5 min):

●       Students complete page 21 of the “Keys to Learning” Workbook (See Appendix E).

Closure (2 min):

●       The teacher says the following: “Today you reviewed affirmative statements of the verb “have.” You then ALSO learned negative statements of the verb “have” and now know how to ask and answer questions with this verb. This verb is important, because we use it a LOT! Tomorrow, let’s see if we can use it some more!

Assessment:

●   Informal Assessment

○   During Guided Practice, the teacher walks around the room, noticing any misconceptions/issues the students have and quickly addressing them.

○   During Group Work, the teacher walks around the room, noticing any misconceptions/issues the students have (or any pronunciation errors) and quickly addressing them.

○   If all students seem to understand the concept, then Independent Practice time will be spent as another informal assessment, with the teacher walking around the room, noticing any misconceptions/issues the students have, and quickly correcting them.

●   Formal Assessment

○       If there is a student struggling with this concept, during Independent Practice, the teacher will pull that student and provide additional guided Practice. In that case, the Independent Practice will be a formal formative assessment for the rest of the students.

Modifications (for students with special needs):

●   Students who are having difficulty throughout the lesson will be provided with extra one-on-one support with the teacher during Independent Practice.

●   Students can be given their own chart to view and their own schedule that students can point to when asking and answering questions.

●       If the teacher has provided students with all accommodations and a student is still not understanding the lesson, the teacher may quickly translate a word or a sentence to assist with understanding.

Appendix A - E (attached)

Lauri Cheng

EDCI 5542

Prof. James Carter

March 15th

Lesson Plan for Rhyming Poems

 • Statement of Objectives 

1.      Language Objectives- The students will be able to practice pronunciation through phonemes of rhyming words. They will demonstrate proper grammar usage through creative writing and try to expand their vocabulary through rhyming poetry.

2.      Content Objectives- The students will be able to learn the basic definitions of poetry and rhyme and then be able to write their own rhyming poems. They will also understand the timing and rhythm of poem recitation to help with the pace of everyday speech.  

 • Description of Students (level, background) 

The students are intermediate level ESL learners in eighth grade, ages 13-14 years old. They attend an American middle school with a culturally diverse class (German, Japanese, Saudi Arabian, Mexican, etc.). Students already have some knowledge of basic grammar and vocabulary.

 • Course Materials 

PowerPoint, ball for rhyming game, Shel Silverstein worksheets, writing utensils

 • Warm-Up Activity (1-2 min.)

1.      The teacher will ask the students what they think a poem is. Students will give their own definitions and examples. The teacher will then display a very brief definition of a poem on a PowerPoint presentation. Then an example of a poem will be read aloud by the teacher so the students can hear an example of the rhythm and pace at which poetry should be read.

2.      The teacher will then ask the students what kind of poem the example is. Students may come up with ideas on what patterns they notice and try to define what type of poetry is being read. The next display on the PowerPoint will be “Rhyming Poems” where the teacher will then explain what a rhyme is. 

 • Guided Practice (3-4 min.)

After brief explanation, the teacher will use the PowerPoint presentation to display pairs of words that may or may not have a rhyming pattern. The teacher will elicit students on whether or not each pair rhymes. 

 • Group Activity (6-7 min.)

Rhyme Time! The teacher will divide the class into two teams. Team One and Team Two will line up side by side and face each other. Each team will receive five points at the beginning of the game. The teacher will come up with a basic vocabulary word and then throw the ball to a student on Team One. The student that catches the ball will say aloud another vocabulary word that rhymes with the original word spoken by the teacher. If the student gets stuck then he or she may ask the team for help. After the word is said, the student will throw the ball to a student on Team Two and that student must come up with another rhyming word. Rhyming words may not be repeated. The students will continue throwing the ball back and forth to each other until someone cannot think of another word or repeats a word that has already been said. The team that cannot think of a word will have one point deducted. The teacher will then come up with another word and repeat. The team that gets to zero points first will lose and the other team will be victorious!

 • Independent Practice (6-7 min.)

The teacher will pass out Shel Silverstein worksheets. The worksheet will have an example of a poem and illustration for the students to reference. These worksheets will challenge students to independently come up with rhyming words and write them down. On the back of the worksheet, students will use the rhyming words on the front of the worksheet or come up with their own rhyming words to write their own poems. There will be a place for illustration to accompany their poem. The teacher will monitor students to make sure they are using correct spelling and grammar. All poems should be written in complete sentences and with rhyming words. 

 • Pair Work (2-3 min.)

After the poems are completed, the teacher will pair off the students and ask each student to read aloud their poem to their partner. The teacher will monitor students in pronunciation as well as the rhythm and pace in which they read aloud. 

 • Closure (2 min.)

The teacher will ask if there is time if any students would like to present their poem to the rest of the class. Students can first volunteer and then be called on by the teacher if there are no longer volunteers. To end class the teacher will mention another type of poem to be taught at the next class. 

 • Assessment 

Students should be using their knowledge of vocabulary words to apply rhyming patterns. This will be demonstrated in the group activity as well as the independent practice. Students will also be using proper pronunciation when saying aloud their rhyming words and when reading aloud their written poems. Correct spelling and grammar will be demonstrated through their written poems in independent practice.

 • Modifications (for students with special needs) 

For students who are having trouble coming up with their own words, the group activity will use collaboration and teamwork to give those students ideas and examples. The worksheet used during independent practice will have an example and groups of rhyming words included if the student gets stuck on writing his or her own poem on the back of the worksheet. 

CONTENT-BASED INSTRUCTION

Literature review for 5542

Ahmad Basendouh

Dr. Michael Wei

University of Missouri Kansas City

December, 2023

Introduction

The field of Teaching English to Speakers of Other Languages (TESOL) is constantly evolving, embracing a wide range of methodologies to improve the effectiveness of language instruction. Both researchers and educators have shown keen interest in investigating methods to assist learners in acquiring both language and content knowledge simultaneously. Content-based instruction (CBI) has emerged as a significant pedagogical approach involving simultaneous learning of language and subject. Barwell (2005) defines CBI as simultaneously teaching and learning the target language through subject areas such as mathematics, science, or arts in the same classroom. In this way, content and language learning take place simultaneously. Coyle (2007) indicated that CBI is used as a vehicle for content learning in authentic and meaningful language learning classrooms. This approach to language learning focuses on meaningful interaction and dialogue in language classes instead of prioritizing language forms (Corrales & Maloof, 2009; Larsen-Freeman, 2000). Content-based instruction can be implemented through various approaches, such as sheltered instruction, and theme-based courses. Despite their differences, all of these programs have several common features. These include a focus on relevant subject matters, the use of content to provide context for language learning, and the development of academic language proficiency (Jourdenais & Shaw, 2005). Effective teaching plays a pivotal role in shaping students' knowledge acquisition (Sivaraman et al., 2014), and desired outcomes (Dill, 2007). CBI's popularity in Europe increased in the 1990s (Richards & Rodgers, 2014). The main purpose is to be able to communicate with each other in a foreign language within the framework of the content (Kişlal & Ünal Gezer, 2021). Lightbown & Spada (2021) described CBI to be appealing due to two factors: 1) its ability to teach both content and language at the same time, and 2) its use of meaningful content that increases learners' exposure to the target language. This paper reviews the literature on implementing CBI effectively in foreign language teaching. This review explores the theoretical foundations of CBI, its practical implementation, its effectiveness in promoting language learning, and the associated challenges and outcomes. The significance of this review lies in its potential to provide educators, curriculum designers, and language-teaching students with a comprehensive understanding of CBI. 

Review of the Literature

       I.            What is Content-based Instruction (CBI)?

Content-based instruction CBI is a pedagogical approach that addresses both language and content-learning objectives and leads students to work toward learning both at the same time (Spenader et al., 2018). CBI models, as described by Grabe and Stoller (2019), involve a simultaneous focus on language and content learning, albeit not necessarily with the same emphasis. CBI is rooted in the principle that language acquisition is most effective when it is learned in context. Snow and Brinton (1988) argued that the Communicative Based Instruction (CBI) approach assumes that students will be more motivated if the content is relevant to their academic and professional needs. However, this claim has been challenged in recent studies claiming a lack of extensive opportunities for language use (Lee et al., 2013) and a lack of overall motivation among students (Siu, 2021). However, the contextualization of language through content makes the teaching of the language deviate beyond the abstract and be blended with more concrete concepts of the content area, leading to the provision of comprehensible inputs (Echevarria & Graves, 2003). CBI principles are based on the communicative approach to language teaching. This approach involves students actively participating in exchanging content (Villalobos, 2014). Richards and Rogers (2014) debated that language learning is more effective when it is used to gain knowledge, rather than as the ultimate goal. Given that authentic language learning occurs in a context, CBI provides the context for meaningful and purposeful communication (Grabe & Stoller, 1997; Lightbown & Spada, 2021). According to Kennedy (2006), stimulating the brain with meaningful content has a significant impact due to the brain's natural inclination to recognize patterns. Hence, CBI's popularity in English as a foreign language context, particularly at the university level (Brinton et al., 2003; Met, 1999). 

    II.            Theoretical framework

Several key theoretical models support content-Based Instruction (CBI) in language teaching. The Comprehensible Input Hypothesis, proposed by Krashen (1982), suggests that language learners acquire language most effectively when exposed to language input slightly above their current level of proficiency. Krashen (1982) also suggests that language acquisition occurs primarily through natural communication, with the learned language acting as a monitor, proposing his Monitor Model theory. The Constructivist theory, developed by Piaget (1954), highlights learning as an engaging and constructive process. It emphasizes that learners actively construct new knowledge by building upon their existing knowledge. Vygotsky's (1978) Sociocultural Theory further highlights the importance of social interaction and cultural context in learning. TBLT is a teaching method that goes well with CBI. It uses real tasks to plan and teach language (Ellis, 2003). Lastly, Content and Language Integrated Learning (CLIL), closely related to CBI, emphasizes the integration of language learning with content instruction. Although CBI is predominantly used in North American contexts and CLIL originated in Europe, both methodologies aim to enhance language proficiency through subject matter education (Ruiz de Zarobe & Cenoz, 2017). 

 III.            Implementation of CBI

Practical applications of CBI vary widely, as seen in the works of Corrales and Maloof (2009). These studies illustrate how CBI is implemented in different educational settings, ranging from foreign language contexts to bilingual education. Aini (2020) highlighted the adaptability of CBI to contemporary educational technologies by showcasing the integration of digital tools, e-module for this study, in a reading for academic purposes course. Stoller (2019) investigated the relationship between Content-Based Instruction (CBI) and communicative language teaching. The study highlighted the significant role of meaningful interaction in promoting learning in the target language. The CBI approach contrasts with the traditionalist view of language teaching methods that often isolate language skills from real-world contexts.

CBI is implemented in various models, such as theme-based, sheltered, and adjunct, each with its unique approach to integrating language and content learning. However, the teacher's role in facilitating CBI remains pivotal (Larsen-Freeman & Anderson, 2011). Theme-Based Language Instruction is an approach to teaching that focuses on specific themes or topics. It incorporates different types of media to create an immersive learning experience (Richards & Rodgers, 2014). Sheltered Content Instruction emphasizes learning the target language through content comprehension, utilizing various text types to enhance authenticity (Brinton, 2003, as cited in Larsen-Freeman & Anderson, 2011, p. 163). The concept of Adjunct Language Instruction revolves around the idea of combining courses that tackle specific content and linguistic features, creating a dynamic learning environment where both aspects complement and enhance each other (Richards & Rodgers, 2014). Sustained-Content Language Teaching, similar to theme-based instruction, probes deeper into fewer topics, allowing for a more concentrated study (Brinton, 2003, as cited in Larsen-Freeman & Anderson, 2011, p. 159). These models show that CBI can be used in different ways to meet various educational needs. The main goal is to help students become independent learners and apply their language skills in real-life situations (Stryker & Leaver, 1997).

 IV.            Effectiveness 

Content-based instruction (CBI) is an effective teaching approach in foreign language classrooms. Proper planning is essential to ensure the success of CBI (María Dueñas (2004). It combines cognitive studies, second language acquisition, and traditional foreign language teaching; it can enable students to learn the language and subject matter content simultaneously (María Dueñas, 2004). Cammarata (2016) studied the effects of using a counterbalanced approach to content-based instruction (CBI) and Task-Based Language Teaching (TBLT). The goal was to understand how integrating content and language affects second language acquisition. María Dueñas (2004) stated that CBI should involve materials and tasks that are both authentic and pertinent to the student's interests and objectives. Also, CBI not only helps students learn foreign language content, but also helps them develop critical thinking skills and become more culturally aware (María Dueñas, 2004). Exposing students to authentic materials, such as news articles, films, and songs, enhances their understanding of language and culture, and develops the skills needed to comprehend and evaluate various types of content. Suzuki (2021) studied the effect of a brief theme-based CBI on Japanese early-level English learners. The study uncovered that CBI can improve linguistic and functional aspects of learning. 

However, some drawbacks of CBI have been identified, including limited opportunities for communication with native speakers and a lack of feedback (Arias de la Cruz et al., 2019; Costa, 2012). Nonetheless, the most common and frequent source of shortcoming that researchers have identified is that CBI teachers tend to pay more attention to meaning than to form; teachers tend to place more emphasis on the subject matter content while neglecting the linguistic features, and, in doing so, teaching falls short in maximizing L2 learning (Lyster, 2007; Rodgers, 2015 as cited in Arias de la Cruz et al. (2019), p. 6). Ranta and Lyster (2007) observed that immersion program students often exhibit language use limitations characterized by non-idiomatic lexical selections and their oral and written grammatical skills. Consequently, their study recommended an emphasis on grammar instruction if CBI was to be adopted.

    V.            Challenges of Implementing Content-Based Instruction

Implementing Content-Based Instruction (CBI) presents several challenges that educators and institutions must navigate. These challenges, as identified in the literature, are multifaceted, ranging from linguistic barriers (Ranta and Lyster, 2007) to curriculum design complexities (Lee et al., 2013; Siu, 2021). One significant challenge is the linguistic proficiency of students especially in EFL contexts which calls for a balanced focus on language structure within CBI (Larsen-Freeman & Anderson, 2011). Another challenge lies in the selection and adaptation of content. As Brinton et al. (2003) point out, the authenticity of texts plays a crucial role in CBI. However, finding or creating authentic materials that are both linguistically appropriate and academically challenging can be a discouraging task for educators especially in a highly diverse classroom (Helgesen & Brown, 2007). Additionally, the teacher’s role in CBI is complex and demanding. Teachers must possess not only a strong command of the target language but also expertise in the subject matter. Richards and Rodgers (2014) emphasize that teachers in sheltered content instruction need to modify lessons to make the content accessible while also addressing relevant linguistic elements. This dual focus requires a high level of skill and training, which may not always be available in all educational contexts. Furthermore, the integration of language and content objectives poses a pedagogical challenge. As Stryker and Leaver (1997) suggest that the philosophy of CBI aims to empower students to become independent learners. However, achieving this goal requires carefully designed curricula that balance language acquisition with content learning making it a task for experienced teachers, a task that can be challenging given resources limitation, and institutional support.

 VI.            Outcomes and Future Directions

One potential area for future research is the development of more specific materials and resources that cater to varying levels of language proficiency, especially in diverse and multilingual classrooms. This includes exploring the efficacy of different types of authentic texts (Helgesen & Brown, 2007) and integrating technology to enhance the CBI experience. Additionally, investigating the long-term impacts of CBI on students’ academic and professional trajectories could provide valuable insights into the method’s effectiveness beyond the classroom. Another critical area for future research is teacher training and development. Given the dual demands of content and language instruction in CBI, there is a need for comprehensive training programs that equip teachers with the necessary skills and knowledge (Richards & Rodgers, 2001). Furthermore, future studies could explore the scalability and adaptability of CBI in different educational contexts, including under-resourced settings. Understanding how CBI can be effectively implemented in varied environments, with different resource levels, can help in broadening its applicability and impact. Future research should focus on material development, teacher training, long-term impacts, and adaptability to different educational contexts, thereby ensuring that CBI remains a dynamic and effective approach to language teaching. In addition, investigating the long-term impacts of CBI on students' language proficiency and academic achievement can provide valuable insights into the effectiveness of this approach and inform future instructional practices.

VII.            Conclusion

This literature review has comprehensively explored the multifaceted nature of Content-Based Instruction (CBI), highlighting its theoretical underpinnings, practical applications, effectiveness, challenges, and future directions. CBI, as a pedagogical approach, effectively integrates language and content learning, offering a context-rich environment for language acquisition (Grabe & Stoller, 2019; Larsen-Freeman & Anderson, 2011). Despite its demonstrated effectiveness in enhancing language proficiency and content knowledge, CBI faces challenges such as linguistic barriers and the complexity of curriculum design (Lee et al., 2013; Ranta and Lyster, 2007). The review stresses the necessity for balanced language instruction and the critical role of teachers in successfully implementing CBI (Richards & Rodgers, 2014). Looking forward, the field should foster further research in areas such as material development, teacher training, and adaptability of CBI in diverse educational settings. This exploration into CBI reaffirms its significance in language teaching and its potential to evolve in response to the changing educational landscape.

References

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