Content-Based Second Language Instruction

Brinton, Donna M.; Snow, Marguerite Ann; Wesche, Marjorie Bingham

doi:10.3998/mpub.8754

Cited by 437 publications

(394 citation statements)

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“…Content-based second CASE STUDY language instruction is defined as the integration of language teaching goals with specific content [26]. One approach to content-based instruction is a "themebased" teaching model which first organizes instruction around a theme or topic and then around language learning topics [26] and is the primary model applied to adults with limited second-language skills [27].…”

Section: Curriculum Designmentioning

confidence: 99%

Healthy eating for life: rationale and development of an English as a second language (ESL) curriculum for promoting healthy nutrition

Martinez

Rivers

Duncan³

et al. 2013

Behav. Med. Pract. Policy Res.

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Low health literacy contributes significantly to cancer health disparities disadvantaging minorities and the medically underserved. Immigrants to the United States constitute a particularly vulnerable subgroup of the medically underserved, and because many are non-native English speakers, they are pre-disposed to encounter language and literacy barriers across the cancer continuum. Healthy Eating for Life (HE4L) is an English as a second language (ESL) curriculum designed to teach English language and health literacy while promoting fruit and vegetable consumption for cancer prevention. This article describes the rationale, design, and content of HE4L. HE4L is a content-based adult ESL curriculum grounded in the health action process approach to behavior change. The curriculum package includes a soap opera-like storyline, an interactive student workbook, a teacher's manual, and audio files. HE4L is the first teacheradministered, multimedia nutrition-education curriculum designed to reduce cancer risk among beginning-level ESL students. HE4L is unique because it combines adult ESL principles, health education content, and behavioral theory. HE4L provides a case study of how evidence-based, health promotion practices can be implemented into reallife settings and serves as a timely, useful, and accessible nutrition-education resource for health educators. KEYWORDSHealth literacy, Immigrants, Cancer health disparities, English as a second language, Intervention HEALTHY EATING FOR LIFE: RATIONALE AND DEVELOPMENT OF AN ENGLISH AS A SECOND LANGUAGE (ESL) CURRICULUM FOR PROMOTING HEALTHY NUTRITIONHealthy Eating for Life (HE4L) is a teacher-administered, English as a second language (ESL) curriculum intervention designed to promote healthy eating for cancer prevention while improving English language skills and health literacy. HE4L is designed for beginning-level ESL classrooms that serve predominantly medically underserved, limited literacy, immigrant populations. This article presents the background and rationale behind HE4L and describes the design and content of the curriculum. Our goal is to demonstrate how evidence-based practices can be incorporated into a real-life context where they have the potential to impact a population in need of effective cancer prevention interventions.Cancer health disparities Cancer health disparities are "differences in the incidence, prevalence, mortality, and burden of Implications Practice: Incorporating evidence-based, healthpromotion strategies into adult English as a second language curriculum can be a timely, useful, and accessible mean to impact a population in need of effective cancer prevention interventions.Policy: The information gleaned from testing the effectiveness of HE4L can be used to inform state-and national-level health education policies. Incorporating evidence-based health promotion strategies into pre-existing services, such as adult education, can ensure that important health information and behavioral skills are disseminated to at-risk populations.Res...

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Section: Curriculum Designmentioning

confidence: 99%

Healthy eating for life: rationale and development of an English as a second language (ESL) curriculum for promoting healthy nutrition

Martinez

Rivers

Duncan³

et al. 2013

Behav. Med. Pract. Policy Res.

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“…(Brinton et al, 1989 pp.1-2) This is what content-based instruction is about. Content-based foreign language instruction (CBI) encourages students to learn a language by actually using the language as a real means of communication.…”

Section: Introductionmentioning

confidence: 99%

Content-based instruction in an english oral communication course at the University of Costa Rica

Herrero

2011

Act. Inv. en Educ.

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This article presents the results of a research study carried out with a group of second-year English students at the School of Modern Languages at the University of Costa Rica. The purpose of this investigation was a) to find out if the recycling of content through the use of a variety of authentic informational sources (readings, videos, brochures, newspapers, movies, lectures, etc.) contributes to the improvement of the students' oral production skills, b) to identify which tasks best promote the oral participation of the students, c) to determine how to integrate the teaching of pronunciation into everyday classroom activities and d) to determine which linguistic aspects have to be reinforced to improve the students' accuracy and fluency in oral production tasks. It is widely recognized by teachers that language is most effectively learned in context. Key words: CONTENT-BASED INSTRUCTION (CBI)/ AUTHENTIC SOURCES/ ORAL PRODUCTION SKILLS/ TASKS/ IMPROVE/ ResumenRegardless of the methodology used, teachers agree that contextualization of language items is a characteristic of good language classes; however, the controversy has centered around the role content should play in language teaching, and how content can best be integrated into the language classroom. Some methodologists claim that contextualizing language lessons is not enough. They suggest authentic written and oral texts --texts which are not created for language teaching purposes --as a starting point of every lesson. These texts provide samples of the structures, functions, and discourse features that native speakers use.Teachers can then focus on particular language forms and functions found in those readings in order not to leave aside the linguistic aspect of language learning. (Brinton et al., 1989 pp.1-2) This is what content-based instruction is about. Content-based foreign language instruction (CBI) encourages students to learn a language by actually using the language as a real means of communication. How is this achieved? "By shifting the focus of instruction from the learning of language per se to the learning of language through the study of subject matter" (Stryker and Leaver, 1997, p. 5 The professors teaching LM-1230 -Oral Communication I during the first semester of 2004 decided to implement CBI in order to achieve the course's main objective: to develop the students' oral communication skills. We reworded the objectives in order to fit the new methodology. Thus our general goal was to improve the students' oral communication and study skills through exposure to content from a variety of informational sources. In addition, the students learned to use the phonetic alphabet as a tool to improve their pronunciation.The specific objectives were 1) to accelerate the students' growth in oral proficiency, 2) to show understanding of the topics studied in class 3) to use appropriate language and pronunciation, intonation and stress when talking about the topics assigned 4) to use different conversation management strategies and 5)...

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“…The proposal of a continuum (Table 1) was initially suggested by Met (1999) and then expanded by Brinton, Snow, and Wesche (2003;see also Hernández Herrero, 2005;Wesche & Skehan, 2002, pp. 207-228).…”

Section: Cbi-clil As a Continuum Of Modelsmentioning

confidence: 99%

Integrating content and language in English language teaching in secondary education: Models, benefits, and challenges

Banegas

2012

SSLLT

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In the last decade, there has been a major interest in content-based instruction (CBI) and content and language integrated learning (CLIL). These are similar approaches which integrate content and foreign/second language learning through various methodologies and models as a result of different implementations around the world. In this paper, I first offer a sociocultural view of CBI-CLIL. Secondly, I define language and content as vital components in CBI-CLIL. Thirdly, I review the origins of CBI and the continuum perspective, and CLIL definitions and models featured in the literature. Fourth, I summarise current aspects around research in programme evaluation. Last, I review the benefits and challenges of this innovative approach so as to encourage critically context-responsive endeavours.

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Content-Based Second Language Instruction

Cited by 437 publications

References 0 publications

Healthy eating for life: rationale and development of an English as a second language (ESL) curriculum for promoting healthy nutrition

Healthy eating for life: rationale and development of an English as a second language (ESL) curriculum for promoting healthy nutrition

Content-based instruction in an english oral communication course at the University of Costa Rica

Integrating content and language in English language teaching in secondary education: Models, benefits, and challenges

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