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https://drive.google.com/xle/d/19MgXjuRvmzAmoQOmTnx3BKTFgGdT_QqL/view?usp=sharing

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Howatt (1984) notes that there are two versions of the Communicative Approach: a strong version and a weak version.
- The strong version of the Communicative Approach goes beyond giving students opportunities to practice communication. The strong version asserts that language is acquired through communication.
- The weak version could be described as ‘learning to use’ English; the strong version entails ‘using English to learn it’ (Howatt 1984: 279).
And Content-based instruction belongs in the strong version category.

Content-based instruction (CBI) is:
- An approach for second or foreign language teaching.
- Integrates language with content.
- Organized around the content or information that students will acquire.

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- "People learn a second language more successfully when they use the language as a mean of acquiring information, rather than as an end in itself".
(Richards and Rodgers, 2001)
- "Students learn best when instruction addresses students' needs."
(Richards and Rodgers, 2001)

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- The sheltered model of content-based language instruction has been used primarily at the secondary and post-secondary levels of education. This model is adapted from secondary immersion programs where the second language students study the same curriculum as the native speakers but in separate classrooms. Thus, the subject matter content is the same, but the pace and language can be adapted to the learners' needs, and additional integrated language learning activities can be introduced.
- The class is seen as a content class, and instruction is typically provided by content instructors. Mastery of the content material is the primary focus of course evaluations (Brinton, Snow & Wesche, 1989).

- The adjunct model of instruction (also called bridge class by other authors) is used primarily in secondary and post-secondary settings. This model consists of two linked courses, a content class, and an ESL class.
Students register for a regular academic content class and at the same time enroll in an ESL English language support class linked to that content course. Integrated language activities designed to develop academic language skills are developed for the ESL support class from the lectures, texts, and other materials of the content course. The adjunct model is used to teach academic language skills and to help equip second language students with the skills they need to enter regular high school or college/university classes where they must compete with native English speakers (Brinton, Snow & Wesche, 1989).

-  The theme-based model of content-based instruction utilizes one or more topics or themes, and integrated language activities are developed around the chosen topic(s). This is an ESL course that consists entirely of second language students and is taught by an ESL instructor. The teachers generally create their own teaching materials although theme-based ESL materials are becoming more widely available. Theme-based instruction is appropriate for all levels of language proficiency and for a variety of settings and population groups. The main emphasis for evaluation is on language skills and functions rather than mastery of content. (Brinton, Snow & Wesche, 1989).

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1. Both the content and the language are targets for learning.
2. Teaching should build on students’ previous experience.
3. The teacher scaffolds the linguistic content, i.e. helps learners say what it is they want to say by building a complete utterance together with the students.
4. When learners perceive the relevance of their language use, they are motivated to learn. They know that it is a means to an end, rather than an end in itself.
5. Language is learned most effectively when it is used as a medium to convey content of interest to the students.
6. Vocabulary is easier to acquire when there are contextual clues to help convey meaning. It is important to integrate all the skills, as well as vocabulary and grammar in an authentic context.
7. When they work with authentic subject matter, students need language support. For instance, the teacher may provide a number of examples, build in some redundancy, use comprehension checks, etc.
8. Learners work with meaningful, cognitively demanding language and content within the context of authentic material and tasks.
9. It is important for students to learn the discourse organization of academic texts.
10. Graphic organizers help students develop the skills that they need to learn academic content.

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- Become independent.
- Be active interpreters of input.
- Be collaborative.
- Learn by doing.
- Explore alternative learning strategies.
- Participate in the selection of topics and activities.
- Be ready for the requirements of CBI.

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- Have knowledge about the content.
- Be responsible for selecting and adapting authentic materials for use in class.
- Create a learner-centered classroom.
- Keep context and comprehensibility foremost.
- Vary the format of classroom instruction.

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- It can make learning a language more interesting and motivating. Students can use the language to fulfil a real purpose, which can make students both more independent and confident.
- Students can also develop a much wider knowledge of the world through CBI which can feed back into improving and supporting their general educational needs.
- CBI is very popular among EAP (English for Academic Purposes) teachers as it helps students to develop valuable study skills such as note-taking, summarising and extracting key information from texts.
- Taking information from different sources, re-evaluating and restructuring that information can help students to develop very valuable thinking skills that can then be transferred to other subjects.
- The inclusion of a group work element within the framework given above can also help students to develop their collaborative skills, which can have great social value.

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- CBI implicit language instruction can confuse learners and may give them the impression that they are not actually learning language.
- Overuse of native language can be a problem in some parts of the lesson.
- Finding information sources and texts that lower levels can understand can be difficult.

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- Base instructional decisions on content rather than language criteria
- Integrate skills
- Involve students actively in all phases of the learning process
- Choose content for its relevance to students’ lives, interests, and/or academic goals.
- Select authentic texts and tasks.