Notes on Content-Based Instruction (CBI) and Content and

Language Integrated Learning (CLIL)

Content-Based Instruction (CBI)

• Definition: An approach where second language teaching is organized

around content (e.g., history, social studies) rather than a linguistic
syllabus.
• Objective: Students learn both language and content simultaneously,
with each supporting the development of the other.
• Usage: Commonly implemented in North America.
• Implementation:
• Language teachers teaching through English.
• Collaboration between language and content teachers (co-
teaching).
• Content teachers designing ESL courses.

Content and Language Integrated Learning (CLIL)

• Definition: A related approach where content is taught through a

second or foreign language.
• Focus: Common in Europe.
• Differences from CBI:
• CLIL may originate in language classes and use content to teach
language.
• CBI starts with the content class goals.
• Implementation: Often involves content teachers teaching in a
second language.

Similarities Between CBI and CLIL

• Both emphasize teaching language through content.

• Part of the global trend of using English as a medium of instruction.
Key Distinction

• CBI: Content as the primary focus, with language acquisition as a

secondary goal.
• CLIL: Integrated focus, with language and content given equal
emphasis.

Examples of Contexts

• CBI: ESL programs where history or science is taught by a language

teacher.
• CLIL: High schools teaching biology in a second language (e.g.,
English).

Historical Comparison

• Similar to the differences between Situational Language Teaching

(Europe) and the Audiolingual Method (United States).

Trends

• Growing global interest in using English as a medium for teaching both

content and language.
Notes with Explanation: Theory of Language in CBI and CLIL

1. Lexis is Central

• Explanation: Vocabulary is essential in combining language and

content, especially in technical and subject-specific contexts.
• Details:
• Subject-specific vocabulary is often abstract and technical (e.g.,
academic or scientific terms).
• Corpus research (e.g., Coxhead’s Academic Word List) identifies
core vocabulary for academic studies.
• Example: Academic Word List contains 570 word families
essential for academic texts.
• Key Insight: Learning vocabulary for content helps students navigate
academic subjects effectively.

2. Grammar as a Communication Tool

• Explanation: Grammar is learned in relation to its role in expressing

the content of different subjects.
• Details:
• The focus is on practical usage rather than abstract grammatical
difficulty.
• Example: In CLIL, grammar is integrated across lessons, focusing
on real-life communication needs.
• Key Insight: Grammar supports meaningful communication, not
isolated rule learning.

3. Language as Text and Discourse-Based

• Explanation: Language is taught through longer texts and discourses

rather than single sentences.
• Details:
• Focuses on how meaning is created and communicated in texts.
• Includes academic genres and text-types (e.g., essays, reports).
• Example: Students learn disciplinary-based genres like scientific
reports.
• Key Insight: Understanding academic text structures is central to CBI
and CLIL.
4. Integrated Skills

• Explanation: Language skills (reading, writing, speaking, listening)

are taught together.
• Details:
• Activities integrate multiple skills, e.g., reading and summarizing
or listening and writing.
• Emphasizes language use in real-world contexts rather than
isolated skill drills.
• Key Insight: Combining skills mirrors real-life communication and
fosters deeper understanding.

Notes with Explanation: Theory of Learning in CBI and CLIL

1. Comprehension is Essential

• Explanation: Students must understand the content to learn

effectively in a second language.
• Details:
• Teachers simplify language through techniques like slower
speech, repetition, and paraphrasing.
• Example: Using synonyms and examples to clarify complex terms.
• Key Insight: Clear comprehension ensures meaningful language and
content learning.

2. Negotiation of Meaning

• Explanation: Teachers and learners collaborate to ensure

understanding.
• Details:
• Techniques: Multiple exchanges, clarifications, expansions, and
questions.
• Example: A student asks for clarification, and the teacher provides
additional examples.
• Key Insight: Active interaction strengthens understanding and
learning.
3. Corrective Feedback

• Explanation: Feedback helps learners develop language accuracy and

awareness.
• Details:
• Types of feedback include:
• Clarification Requests: Asking for clarity when meaning is
unclear.
• Explicit Correction: Pointing out errors directly.
• Recasts: Reformulating incorrect sentences.
• Elicitation: Encouraging self-correction.
• Repetition: Repeating errors with emphasis.
• Metalinguistic Feedback: Discussing rules without giving
answers.
• Key Insight: Feedback refines both language use and comprehension.

4. Dialogic Talk

• Explanation: Classroom interaction that builds shared understanding

and guides learning.
• Details:
• Features: Structured questioning, discussions, and concept
building.
• Example: A teacher uses guided questions to help students form
conclusions about a topic.
• Key Insight: Dialogic talk promotes rich language exposure and
conceptual understanding.

5. Importance of Prior Knowledge

• Explanation: Activating students’ prior knowledge helps them connect

to new content.
• Details:
• Includes cultural, experiential, and textual knowledge.
• Example: Discussing a familiar topic in the first language before
exploring it in the second language.
• Key Insight: Prior knowledge bridges gaps in understanding.
6. Scaffolded Learning

• Explanation: Teachers provide temporary support to help students

achieve independence.
• Details:
• Teachers guide learning through modeling, interaction, and
collaborative problem-solving.
• Example: A teacher helps students write a scientific report by
providing sentence starters.
• Key Insight: Scaffolding builds confidence and competency in
learners.

Design

Objectives

The aims of content-based courses and CLIL courses are varied and do not
necessarily overlap because of the different contexts in which they occur.
CBI courses have been described as ranging from those that are more
content driven, to those that are more language driven, as shown in the
following table from Met (1999).

Notes on Objectives of CLIL and CBI

CBI (Content-Based Instruction) Objectives

(Brinton, Snow, and Wesche, 1989)

1. Linguistic Objectives:
• Activate and develop existing English language skills.
2. Strategic Objectives:
• Acquire learning skills and strategies for future language
development.
3. Academic Objectives:
• Develop general academic skills applicable across university
subjects.
4. Cultural Objectives:
• Broaden understanding of English-speaking cultures.
CLIL (Content and Language Integrated Learning) Objectives

General Goals (CLIL Compendium):

1. Develop intercultural communication skills.

2. Prepare for internationalization.
3. Study content from diverse perspectives.
4. Access subject-specific terminology in the target language.
5. Improve overall language competence.
6. Develop oral communication skills.
7. Diversify classroom practices.
8. Increase learner motivation.

Specific Goals (Coyle et al., 2010):

1. Content-Related Goals:
• Multiple Perspectives: Use authentic texts in different
languages for subjects like history.
• Future Studies: Incorporate international lexis in modules (e.g.,
ICT).
• Work Skills: Equip learners with academic study skills for
further education or careers.
• Subject Knowledge: Access subject-specific content in the
target language.
2. Language-Related Goals:
• Improve target language competence through extended exposure.
• Develop oral communication skills via authentic communication
opportunities.
• Enhance awareness of both first and CLIL languages by offering
curriculum in multiple languages (e.g., 50% of curriculum in a CLIL
language).
• Build self-confidence as communicators and language learners
through practical, authentic scenarios (e.g., vocational settings).
• Introduce new languages in activity-based and play-oriented
contexts (e.g., “language showers” for young learners).

Overall Takeaways

• Both CBI and CLIL aim to integrate language learning with content
acquisition.
• Goals range from broad (e.g., intercultural communication) to highly
specific (e.g., vocational skills).
• Motivation, communication, and the development of both linguistic and
academic skills are central to both approaches.
Notes on Syllabus and Activities in CBI and CLIL

Syllabus in CBI (Content-Based Instruction)

1. Content-Driven vs. Language-Driven Syllabus:

• Content-Driven: Focuses on teaching subject content (e.g.,
geography, psychology).
• Language-Driven: Language syllabus is core; content supports
language development.

2. Characteristics of Effective Content Areas:

• Geography: Highly visual, descriptive language, maps, charts,
and realia.
• Psychology: Highly structured, receptive learning, availability of
resources, and high interest.

3. Examples of CBI Courses:

• “Themes of Soviet Life and Worldview” (Russian).
• “Aphorisms, Proverbs, and Popular Sayings” (Italian).
• “Religion and Change in Twentieth-Century Latin America”
(Spanish).
• “French Media” (French).

4. Example Theme-Based CBI Syllabus (Psychology) (Davies, 2003):

• Units:
1. Introduction to Psychology.
2. Types of Learning.
3. Advertising and Psychological Techniques.
4. Counseling.
5. Psychological Illnesses.
6. Project Work.

• Structure:
• 2 classes per week, 2.5 hours each.
• Units tailored to learner needs.
• Example activity in Unit 3: Analyze advertisements, design their
own ads, and present with a rationale.

5. Flexibility of Theme-Based CBI:

• Focus on exploration rather than comprehensive content
coverage.
• Allows for learner engagement through relevant, practical tasks.
6. Assessment in Language-Driven CBI:
• Based on language proficiency.
• Content learning is a secondary outcome.

Syllabus in CLIL (Content and Language Integrated Learning)

1. Approach-Based Variations:
• Depends on age group (young learners, secondary, or tertiary
levels).
• Adjusted based on course goals (content-focused or language-
focused).

Types of Learning and Teaching Activities

1. CBI Activities (Stoller and Grabe, 1997; Crandall, 2012):

• Activities focus on:
• Language skills improvement.
• Vocabulary building.
• Discourse organization.
• Study skills and synthesis of content.
• Techniques:
• Cooperative, task-based, experiential, and project-based learning.
• Use of authentic/adapted materials (e.g., textbooks, videos).

2. Example CBI Activity:

• Perform tasks in groups (e.g., create projects or analyze authentic
materials).
• Reflect on oral and written discourse to construct new meaning.

3. CLIL Activities (Mehisto, Marsh, and Frigolos, 2008):

• Focus on student interests, cooperative work, and critical

thinking.
• Increased opportunities for discussing and communicating about
content.
• Combines content learning with language acquisition.

4. Key Similarities Between CBI and CLIL Activities:

• Both use task-based, cooperative, and project-based approaches.
• Both integrate authentic materials and adapt based on cognitive
and language proficiency.
5. Differences in Practice:
• Variations arise due to learner age and contextual needs.

Overall Takeaways

• The flexibility of CBI and CLIL allows tailoring of syllabus and activities
to meet learner needs.
• Both approaches prioritize engagement, authenticity, and language-
content integration.
• CBI often balances between content-driven and language-driven goals,
while CLIL emphasizes peer collaboration and critical thinking.
Learner Roles, Teacher Roles, and Instructional Materials in CBI
and CLIL:

Learner Roles

• Goals of CBI:
• Learners become autonomous and understand their own learning
process.
• Learners collaborate and support each other.
• Active engagement is required (e.g., interpreting input, tolerating
uncertainty, exploring strategies).
• Learners participate in selecting topics and activities, fostering
motivation.
• Some students may find this approach challenging and require
additional support.
• Key Expectations:
• Combine content and language learning through noticing and
awareness activities.
• Metalinguistic awareness is critical for extracting information
from content-based input.
• CLIL-Specific Roles:
• More student-centered, with high cognitive demands.
• Requires depth of processing for engaging with complex content
through another language.

Teacher Roles

• CBI Teacher Responsibilities:

• Collaborate with others and adapt to unfamiliar content.
• Develop learner-centered courses and adapt authentic materials.
• Analyze learner needs and prioritize contextualized teaching.
• Use content as a starting point for lessons.
• Essential Skills (Stryker & Leaver):
1. Varying instructional formats.
2. Using group work and team-building techniques.
3. Organizing jigsaw reading.
4. Defining required background knowledge and skills.
5. Helping students develop coping strategies.
6. Applying process approaches to writing.
7. Using effective error correction techniques.
8. Maintaining high levels of student esteem.
• CLIL Teacher Expectations:
• Modify language to support comprehension and production.
• Provide scaffolding and dialogic instruction.
• Offer targeted feedback for both content and language learning.
Instructional Materials

• Role of Materials in CBI and CLIL:

• Central to teaching; may include specially designed, adapted, or
authentic materials.
• Materials should match the learners’ cognitive and language
levels.
• Context-specific materials are often created by teachers due to
limited commercial options.
• Examples of Materials:
• Textbooks, visuals, charts, graphic organizers, and outlines.
• Demonstrations, videos, pre-taught vocabulary, and background
information.
• Activities include breaking down information and bridging gaps
for accessibility.
• Challenges:
• High demand for teachers to develop or adapt materials.
• Time-intensive preparation due to lack of readily available
resources.

This summary emphasizes the learner’s active role, the teacher’s adaptability
and expertise, and the critical use of materials in achieving the goals of CBI
and CLIL.
Contemporary Models of CBI and CLIL

CBI Course Models

The principles of CBI and CLIL can be applied to various levels of language
learning, with specific models tailored for university, secondary, and
elementary levels.
1. Theme-Based Model
• Structure: The syllabus is organized around a central theme
(e.g., “modern cinema,” “cities”).
• Focus: Language learning is subordinated to the theme, and
language skills evolve from the topic.
• Implementation:
• At university level, topics like “business and marketing” or
“immigrants in a new city” could guide two-week modules.
• Integrated tasks: Reading, vocabulary development, listening
comprehension, and writing assignments linked to the theme.
• Materials: Mostly teacher-generated, with a focus on all language
skills.
• Secondary Level: Themes like consumer education or map
skills are used to ease entry into mainstream subjects, focusing on skills
needed for other classrooms.
• Private Language Schools: Use themes to structure semester-
long courses with integrated skills instruction.
2. Sheltered Model
• Structure: Content courses taught in a second language by
content specialists to a group of ESL learners.
• Approach: Designed for ESL students who are grouped together
to focus on comprehensible input.
• Content Delivery:
• Instructor adapts language to the learners’ proficiency, choosing
accessible texts and adjusting course demands (e.g., fewer written
assignments).
• Use: Common at university level (e.g., in Canada and the U.S.).
3. Adjunct Model
• Structure: Students enroll in two linked courses: a content
course and a language course.
• Coordination: Both courses share the same content base and
complement each other with coordinated assignments.
• Goal: Typically prepares students for mainstream education,
focusing on academic subjects and skills.
• Requirements: Requires close coordination between courses,
potentially modifying both curricula to align with each other.
4. Skills-Based Model
• Focus: Concentrates on a specific academic skill (e.g., academic
writing) linked to subject matter in academic disciplines.
• Similar to: English for Specific Purposes (ESP) or English for
Academic Purposes (EAP).
• Implementation:
• Students write about materials they are studying in an academic
course or simulate academic processes (e.g., mini-lectures, readings,
and discussions).
• Writing tasks include short essays, critiques, research reports, and
other formats to demonstrate understanding and extend knowledge.
• Integration: Writing is integrated with reading, listening, and
discussions, promoting collaborative and independent research.

These models of CBI are designed to provide flexible, context-sensitive

frameworks for integrating language and content learning at different
educational levels.