Content-Based Instruction
Although it is most often associated with the genesis of language immersion education in Canada in 1965, content-based instruction is hardly a new phenomenon. We know that "until the rise of nationalism, few languages other than those of the great empires, religions, and civilizations were considered competent or worthy to carry the content of a formal curriculum" (Swain & Johnson, 1997, p. 1).
CBI is "...the integration of particular content with language teaching aims...the concurrent teaching of academic subject matter and second language skills" (Brinton et al., 1989, p. 2)
CBI approaches "...view the target language largely as the vehicle through which subject matter content is learned rather than as the immediate object of study" (Brinton et al., 1989, p. 5).
CBI is aimed at 'the development of use-oriented second and foreign language skills' and is 'distinguished by the concurrent learning of a specific content and related language use skills' (Wesche, 1993)
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" (Crandall & Tucker, 1990, p. 187).Take also a look to De estranjis
SIOP´s Templates
The Sheltered Instruction Observation Protocol (SIOP) Model (Echevarria, Vogt & Short, 2000) was developed to provide teachers with a well articulated, practical model of sheltered instruction. The intent of the model is to facilitate high quality instruction for English Learners in content area teaching.
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