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Principles and Distinctive Characteristics of CBI

CBI has 5 key principles: 1. Base instruction on content rather than language criteria. The content determines pedagogical decisions. 2. Integrate language skills and teach them simultaneously as in the real world. 3. Involve students actively in the learning process through peer correction and participation. 4. Choose content relevant to students' lives, interests, and academic goals. 5. Select authentic texts and tasks from the real world to promote learning culture while allowing degrees of authenticity.

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2K views1 page

Principles and Distinctive Characteristics of CBI

CBI has 5 key principles: 1. Base instruction on content rather than language criteria. The content determines pedagogical decisions. 2. Integrate language skills and teach them simultaneously as in the real world. 3. Involve students actively in the learning process through peer correction and participation. 4. Choose content relevant to students' lives, interests, and academic goals. 5. Select authentic texts and tasks from the real world to promote learning culture while allowing degrees of authenticity.

Uploaded by

Annisa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Principles and distinctive characteristics of CBI

1. Base instructional decisions on content rather than language criteria. It is true that most books
for second language instruction are designed by course planners and material designers, not by
language teachers. It is also true that the responsibility to choose and adapt the material to be
used in the classroom falls on the language instructor, especially when working with CBI. In fact,
CBI permits the choice of content. It is the content itself that determines the pedagogical
decisions on selection and sequencing. With regard to this, Brinton (2003) points out that CBI
“allows the choice of content to dictate or influence the selection and sequencing of language
items” (Brinton, 2003, p. 206).
2. Integrate skills. CBI advocates for an integrated skills approach to language teaching. For
example, a regular lesson may begin with any skill or focus such as intonation or any other
linguistic feature. This approach also involves the teaching of multiple skills simultaneously, just
as in the real world.
3. Involve students actively in all phases of the learning process. One of the main characteristics of
the CBI classroom is that it is learner-centered, not teacher-centered. Students do not depend
on the teacher to control the learning experience. Students play a more active role in the CBI
classroom, creating and participating actively in the construction of knowledge. Peer correction
and peer input are also significant in this approach.
4. Choose content for its relevance to students’ lives, interests, and/or academic goals. Content is
closely related to the students’ needs and instructional settings. For instance, in high schools
and universities content parallels the several subjects that learners study. The only difference is
that they are taught from a different perspective and with different instructional objectives.
5. Select authentic texts and tasks. Authenticity is another significant feature of CBI. Texts and
tasks used in CBI come from the real world. It is true that bringing and using authentic material
in the class modifies its original purpose (Hutchinson & Waters as cited in Brinton, 2003), but it
is also true that the use of authentic material promotes the learning of the culture of the target
language. Moreover, there are several degrees of text authenticity (Helgesen & Brown, 2007).
Brown and Menasche (as cited in Helgesen & Brown, 2007) propose five types of text
authenticity: genuine text authenticity, altered text authenticity, adapted text authenticity,
simulated text authenticity, and inauthentic texts. CBI also claims that comprehensible input is
not enough to acquire the target language successfully unlike other approaches and theories
(Brinton, 2003). Next, I believe that the use of authentic materials fosters successful acquisition
of the target language. Finally, I have to admit that adaptations of authentic materials might be
more beneficial for specific groups of learners, for instance beginners.

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