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1. This approach is more learner centered than teacher centered and this help learners to explore their interest in a particular subject without worrying much about language.

2. The language used in the classroom is content based and learners get exposed to new terminologies and concepts.

3. Learners are likely to lose interest in language and some lose interest in language because mostly the are dealing with content than language.

4. Although teaching and learning is interesting in CBI, learners can have difficulty in pronouncing scientific words and the inability to spell them. for example: scientific words in life sciences.

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Reading and writing should not only be left for a language teacher to teach. Also in subject like History learners should be well trained and have the simple basic skills of reading and writing.

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Another example of CBI is the science experiment where the teacher only gives instructions and most of the work is done by learners. This gives learners excitement to be able to do what the learn in class during practical.

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CLIL is very similar to CBI, but they are not identical. CLIL often involves a content teacher teaching content through a second or foreign language, as does CBI, but also may involve content from subjects being used in language classes. That is, the CLIL curriculum may originate in the language class, whereas CBI tends to have as its starting point the goals of a content class.

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CBI refers to an approach to second language teaching in which teaching is organised around the content or subject matter that students will acquire, such as Life Sciences or history rather than around a linguistic or other type of syllabus.

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The goal of CBI is to prepare students to acquire the language while using the context of any subject matter so that students learn the language by using it within that specific context. Rather than learning a language out of context, it is learned within the context of a specific academic subject.