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Content Based Instruction of Learning is an innovative approach to teaching and learning English which was popular in the USA and Canada to develop ESL and now it is extended to promote EFL. According to Brinton et al.,(1989) CBI is "...the integration of particular content with language teaching aims...the concurrent teaching of academic subject matter and second language skills"
It is an integrated approach wherein through the medium of second language skills academic subject is taught. Crandall & Tucker (1990) also share the same opinion. According to them CBI is "...an approach to language instruction that integrates the presentation of topics or tasks from subject matter classes (e.g., math, social studies) within the context of teaching a second or foreign language"
It is not grammar which is to be focused, rather authentic, meaningful subject matter. Language skills are acquired with the support of subject matter. Krashen (1982) opines that content area of the subject matter with comprehensible input can be acquired and it in turn helps to enhance the language skills.
CoBI helps the learners to develop advanced thinking skills. It is the vehicle to master the Target Language. In order to learn the new content, the language is the medium. Though the entire focus is on the content, equal emphasis is laid on the attaining of students’ language proficiency. It is not learning about the language.
Stoller (2002) lists eight practices that allow for natural content integration:
- Extended input, meaningful output, and feedback on language and grasp of content
- Information gathering, processing, and reporting
- Integrated skills (using reading, writing, speaking and listening in natural classroom activities)
- Task-based activities and project work, enhanced by cooperative learning principles
- Strategy training (to produce more metacognitively aware strategic learners)
- Visual support (ie. Images, graphic organizers, language ladders etc.)
- Contextualized grammar instruction
- Culminating synthesis activities (knowledge is displayed in writing and orally)
According to Stoller, the emphasis is both on content and language. Language skills are taught/practiced contextually, not in isolation. Oral and written skills are stressed. All these activities are taken up mutually, both by the teacher and the taught.
Types of Content Based Instruction and Learning:
The Sheltered Model: The purpose of this model is to enable the second language learners to study the content along with L1 learners. Learners are given special support to understand the regular classes. This is done both by the content and language experts on parallel lines. At the end, both the experts review and assess to what extent teaching/learning has been carried out. Team teaching is involved to accomplish the task.
The Adjunct Model: In this model, English is taught by ESL teachers. It is the preparatory stage for “mainstream classes” of L1 learners. Adjunct model is in tune with EPA and ESP wherein acquiring specific target vocabulary is emphasized. Learners are expected to familiarize with skimming, scanning, listening and note-making of the texts.
The Theme Based Model: This model is found in EFL context wherein the EFL teachers or content specialists are involved and the course of study can be designed based on the interests of the students.
The main thrust of all the above mentioned models is to strengthen the L2 learners and bring them on par with L1 learners. Their language proficiency and content expertise are simultaneously done.
Advantages: In CoBI, language learning becomes automatic. Language is connected with the content which is relevant and interesting. Critical information is taught through real life context. Students’ interests are taken into account and syllabus is made flexible and adaptable. It helps to develop intrinsic motivation. One of the applications of CoBI is English for Specific Purposes (ESP). CoBI is considered as a syllabus and ESP is considered as a domain of ELT.
English for Specific Purposes (ESP): Hutchinson and Waters (1987) define ESP as an “approach to language teaching in which all decisions as to content and method are based on the learner's reason for learning" It implies that teaching/learning is based on the requirements of the learners and should enhance their skills of their specialization, providing them with the jargon and skills related to their specific fields.
English for Specific Purposes (ESP) is a subdivision of a wider field, Language for Specific Purposes (LSP), which is defined as: “…the area of inquiry and practice in the development of language programs for people who need a language to meet a predictable range of communicative needs.” Swales, 1992: 300
Origin: According to Hutchinson and Waters (1987), there are three reasons common to the emergence of ESP, the demands of a Brave New World, a revolution in linguistics, and focus on the learner. They also note that the two periods, the first being the end of World War which brought with it enormous and unprecedented economic power of the USA and the second being that the oil crisis of 1970’s resulting in western money and knowledge flowing into oil rich countries. The language of this knowledge became English. Prior to this, English has decided its destiny. It now became the subject to the wishes, needs and demands of people other than language teachers.
ESP is meant to fulfill the communicative requirements of different professionals.
Types of ESP: David Carter (1983) identifies three types of ESP:
· English as a restricted language
· English for Academic and Occupational Purposes
· English with specific topics.
Some of the professions like Airhostess and hotel caterers require limited vocabulary. English of this kind is called English as a restricted language. ESP is divided into three branches:1) English for Science and Technology (EST), English for Business and Economics (EBE) and English for Social Sciences (ESS). Each of these are further divided into two types..a)English for Academic Purposes (EAP) and English for Occupational Purposes(EOP). The third type, English with specific topics deals with anticipated future English needs.
Characteristics of ESP: According to Dudley Evans (1997), ESP has the following characteristics:
Absolute characteristics
ESP which is meant to meant to meet specific needs of the learners makes use of underlying methodology of a particular discipline. It focuses on the language and its components like grammar, lexis ,register, discourse, genre.
Variable characteristics
ESP may be designed for specific disciplines and may use in different teaching situations. A different methodology is adopted. It is likely to be designed for adult learners at secondary or tertiary level or for professionals. The courses designed assume some basic knowledge of language systems.
Recent Developments in ESP: Previously, there were limited disciplines at Under Graduate or Post Graduate Level of study. General English would suffice to meet the language requirements for the learners. At present, diversified fields are emerging and this requires expertise in the specific areas. General English does not support to meet the language needs. Therefore, ESP has emerged and lot of research and development has been taking place in this area. Some of the fields where ESP is being used are as follows:
1) Banking and Finance: There is a need to acquaint and become aware of the terminology and the meanings pertaining to banking and finance like accrued interest, capital gain, bear markets and equity etc. Learners are expected to be thorough with banking correspondence, presentations and other transactions related to the field. ESP course would support the learners by providing the materials to practice and the vocabulary related to the sector.
2) Human Resources: The related areas like training, soft skills, Group Discussions, Interview Skills, writing CVs, building personal profiles are to mastered by the learners. ESP designs such courses which would meet the needs of the learners who want to work for Multi National Companies.
3) Marketing: ESP course is designed to familiarize the learners with the concepts of marketing. In this programme, the learners are given variety of experiences and real situations related to the language specific to advertise the product in the market, develop the product and so on. A number of assignments are given in listening and writing so that the learners get broader grasping in marketing concepts.
4) Hospitality and Tourism: These are recently emerging fields where communication, patience and information play vital role. It deals with the activities like checking in(hotels, airports) and solving the queries of the tourists. It also deals with the people of various nations which requires understanding, delighting people and resolving issues. In this course, the emphasis is on functional language aspects like giving information, making recommendations, solving problems etc., The language required to deal with the real time situations encountered by people is created. As it also involves guiding, the required language and vocabulary related to places and buildings is also included. ESP course includes all the above mentioned features and equips the learners.
5) Nursing: The course design in nursing includes the language skills pertaining to disease, nursing care, medicine, parts of the body and medical treatments. The course also includes educating the patient, telephone skills, giving instructions, instructions related to the administration of drug and finally understanding the patient and bringing solace to him through confidence building.
6) Law: Dealing with the clients, understanding the case, explaining the pros and cons of the case, presenting the winning points of the case in the court, countering the defence lawyer and convincing the judge generally constitute the course design for the legal profession. The learners will be equipped with the names of various processes and matters in legal systems and vocabulary and phrases related to the field constitute the design of the course. Writing also gains prominence in the course design as the cases are to be documented.
7) Information Technology (IT): The course is designed to develop professional English language skills for the people who work in IT industry. The course mainly focuses on professionals who use computers in areas like: technical support, computer engineering, software design, web design, desktop publishing, computer security, network administration and blog writing etc.
Besides the areas mentioned above, there are many other fields where ESP courses are designed to meet the requirements for various other professions like engineering, medical transcription, cine industry, aviation, journalism etc.
Role of ESP Teachers: An ESP teacher has to play multiple roles like teaching or training, organizing courses, designing curriculum, setting learning objectives, establishing positive learning environment in the classroom and to evaluate the learners, research and consulting.
Conclusion:
There is a controversy that there is no need for ESP courses. Even if ESP courses are run, English teachers have no role to play. Despite this controversy, English teachers are working in consonance with the subject teachers to carry on the instruction. In fact, ESP is growing rapidly and many learners are being benefitted. To carry on the course successfully, both subject teachers and language teachers must work together. Learners’ psychological needs are fulfilled.
Till secondary and higher secondary level, General English will suffice. At the tertiary level, the learners choose the career of their choice. If ESP is introduced at this level, it would be interesting, motivating and rewarding. Learning would also be easy and meaningful and would complement to the choice of learners.
References
· Brinton, D., Snow, M. A., & Wesche, M. B. (1989). Content-based second language Boston: Heinle & Heinle Publishers.
· Crandall, J., & Tucker, G. R. (1990). Content-based instruction in second and foreign languages. In A. Padilla, H. H. Fairchild, & C. Valadez (Eds.), Foreign language education: Issues and strategies. Newbury Park, CA: Sage.
· Krashen, S. (1982). Principles and practices in second language acquisition. NY: Pergamon Press.
· Stoller, F. (2002). Content-Based Instruction: A Shell for Language Teaching or a Framework for Strategic Language and Content Learning? Keynote presented at the annual meeting of Teachers of English to Speakers of Other Languages, Salt Lake City
· Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A learning-centered approach. Cambridge: Cambridge University Press.
· Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A learning-centered approach. Cambridge: Cambridge University Press.
· The Internet TESL Journal, Vol. VII, No. 10, October 2001
· Kevin Knight,Anne E.Lomperes,Margaret Van Naerssen,Kay.Westerfield(2010)
· English for Specific Purposes-An Overview for Practitioners and Clients(Academic and Corporate)
· Kevin Knight for TESOL ESP-IS
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