Content + Language:

Europe’s CLIL and America’s CBI

Robert J. Dickey

Korea TESOL

Gyeongju University

rjdickey@content-english.org

Purpose of adding content

• Learning “authentic” language

• Learner motivation– Always ??? topic choices consideration

• Preparing for overseas studies or reading/writing international publications

• 46% of universities in Japan now offering content courses in FL, number is growing in Korea and across Asia

No agreement on definition!

• Over 35 terms of art in use, including– content-based language instruction– integrated content and language learning– content-focused language learning– enhanced language learning– teaching English through content– immersion– and of course, CBI and CLIL

No agreement on definition!

• Diversity is the definition?– How many different ways to analyze aims

and orientations?– All-inclusive a good thing?– For classrooms “where a commitment has

been made to content learning as well as language learning”

• Various descriptive typologies

No agreement on focus

• Using content to learn English– content pre-selected

• content determines language points– “content-driven language learning”?

• choosing language points from content

– content selected by language instructor (& students?)

• language aims determine content selection?• language aims determine content use?• common source for all content materials?

No agreement on focus

• Using language to learn content– Teaching Through English,

Foreign Language Medium Instruction– Total Immersion– Krashen’s version of Sheltered Subject

Matter Teaching

• Decisions made by -– Administrators– Departments (hosting the course)– Teachers

A few Types of CBI

• “Subject Majors” (e.g., Sociology, History, Art, Business)

• Academic Skills (EAP)

• Technology (e.g., computers/Internet, watching movies/commercials/, music)

• Vocational Skills

• Linguistics/Literature – GRAMMAR???

Teaching Methods

• CBI does not dictate methods/ techniques/approaches– Task-based learning is a popular choice

• Arguably predates Communicative Language Teaching by centuries

• Not an “English Only” requirement

• Does not dictate medium of instruction – distance learning, CALL, audio, video…

Duration of Content

• Sustained Content – 6 weeks + each

• Thematic – multiple weeks each

• Topical – multiple class hours - maybe

• One-off Lessons / Learning Activities

• Even simple “Classroom English”???

Content-learning Designs

• Adjunct classes– Regular content course with NS students + language class complement

• Sheltered Workshops– Content course with language learners

only, simplified content or presentation

• Immersion (full or partial)

• Topical/Theme-based language courses

Content-learning Designs

• Content-based design implemented at– Curriculum level– Syllabus (course) level– Lesson level

• Target Language use* Textbook * Lecture (only)

* Class discussions * Homework/Reports

* Quiz / Exam * Combinations

One mix of content and…

Content Matrix for

Elementary Theme-based / Topical studies

Another (my) perspective…

Balance of content & English

• Based on various factors

• Possibility of intentionally “grading” the levels of content and language in a series of courses

• Don’t neglect learner anxiety as a multiplier of all other issues

• A “Gradient Continuum” of classes?

• Content courses just one part of overall language learning program

Striking the Balance

Gradient Continuum ideas

For More Info…

www.content-english.org

Robert J. Dickey

rjdickey@content-english.org