Social cognition-based content instruction for communicative competence in Japanese middle school English

This project demonstrates how English teachers in Japan can conduct purposeful and meaningful lessons for middle school low-intermediate students. The teaching approach used for this project is based on Content-Based Instruction (CBI)

Language, Discipline or Task? A Comparison Study of the Effectiveness of Different Methods for Delivering Content-based Instructions to EFL Students of Business Studies

This research aims to conduct a comparison study of the effectiveness of different CBI (content-based instruction) methods delivered to ESL students of business studies in order to investigate the interactions between different aspects of academic literacies, identify the strengths and weaknesses of different CBI methods, explore students’ perceptions and learning experience of the CBI programme under different types of instructions, and provide some pedagogical implications for CBI programmes. Some EAP (English for Academic Purposes) courses were criticised for their overemphasis on the general ‘academic core’ rather than the disciplinary generic feature, in spite of using subject content as a vehicle of language. By contrast, numerous immersion programmes which adopted the sheltered model were also accused of insufficient language development and difficulty in applying theory to problem-solving, though language learning was considered subconscious acquisition. The latest movement of learner-centred and task-based teaching was claimed to be the most effective instructional approach, because it may fill the gap between language instruction and discipline instruction, promote the advancement of critical and analytical thinking, and facilitate the development of diverse academic abilities in a holistic and collaborative manner. Consequently, language, disciplinary knowledge and problem-solving skills have become three major academic domains and their interrelationships are worthy of investigation. The basic strategy for this research includes delivering three different CBI methods to three groups, administering eight hybrid post-tests after each teaching session to examine students’ academic learning outcomes, and holding three blocks of semi-structured interviews to explore students’ learning experiences with different CBI interventions. The post-tests results were analysed using correlation test and MANOVA. Thematic content analysis was used to analyse the interview data

Dos para bailar el Tango: Fomento de la motivación en estudiantes de lenguas extranjeras por medio de contenidos en disciplinas específicas

This paper describes programmatic and organizational synergies between language studies and partnering academic disciplines in Content-Based Instruction (CBI). The paper focuses on the benefits of a content-based approach to maximize language learning and learner agency in different disciplinary contexts. First, the paper explores collaboration with various stakeholders. Second, the paper describes ways to enhance learner agency through professional content. Third, the paper outlines criteria for selecting authentic materials, explains language scaffolding and provides examples of tasks used in CBI Spanish classes. Fourth, the paper highlights innovative ways to assess language through content in Spanish classes.Este trabajo describe las sinergias de programáticas y organizativas entre estudios de lengua y disciplinas académicas para la instrucción basada en contenidos (CBI, por sus siglas en inglés). Se centrará en los beneficios de un planteamiento basado en contenidos para maximizar el aprendizaje y la voluntad del estudiante en contextos disciplinares diferentes. Primero, el artículo examina la colaboración con diferentes partes interesadas. Segundo, se describen maneras de fortalecer la agencia del estudiante a través de contenido profesional. Tercero, se resumen los criterios para la selección de materiales auténticos, se explica el andamiaje lingüístico y se proporcionan ejemplos de tareas que se usan en clases de español que siguen el formato CBI. Cuarto, se destacan innovaciones para evaluar el idioma a través de contenido en clases de español

Integrated Task to improve English Speaking Skill

  Las Tareas Integradas son estrategias de enseñanza-aprendizaje que permiten al docente utilizar diferentes actividades en el aula para mejorar el nivel de inglés de los estudiantes y facilitar la adquisición de nuevos conocimientos, vinculándolos con la interacción social de ntro del aula. Estas actividades impactan en el estudiante y su forma de trabajar ya que las tareas son componentes importantes para desarrollar la competencia comunicativa y facilitar el aprendizaje de una segunda lengua o lengua extranjera. El presente trabajo es de orden cuali-cuantitativo, desarrollado con catorce estudiantes del tercer año de Bachillerato del Colegio Nacional Chordeleg año lectivo 2017 que, a través de la aplicación de las Tareas Integradas significativas e integradas a las cuatro competencias a través de ejercicios, los estudiantes mejoraron sus habilidades del idioma en el hablar, escribir, leer y escuchar, sin embargo, el estudio refleja que los estudiantes mejoraron el nivel de leer más que el de hablar. Palabras clave: Tareas integradas;investigación pedagógica; metodología; enseñanza de lenguaje  The Integrated-Tasks are teaching-learning strategies which allow the teacher to use different activities in the classroom to improve their level of English and facilitate the acquisition of knowledge linking to the social interaction in the classroom. These activities impact the student and his way of working since the tasks are important components to develop the communicative competence and facilitate the learning of a second language or foreign language.The following research work is qualitative and quantitative, with fourteen students of the third year of Bachillerato of the National Chordeleg School 2017 school year that, through the application of the meaningful and Integrated-tasks to the four competitions through exercises, the students improved their skills in speaking, writing, reading and listening in the English language, however this study reflects students got a better level in reading skill, more than in speaking skill which was expected. Keywords: Integrated task; pedagogical research; methodology; language instructio

CONTENT-BASED INSTRUCTION: A COMMUNICATIVE APPROACH FOR THE EFL CLASSROOM

Content-Based Instruction (CBI)1 is a justifiably popular method in the ESL/EFL classroom because it combines the improvement of competency in a foreign language with the attainment of knowledge in various subjects that occur in academic curricula across the spectrum of higher education. CBI has two main focuses. One concentrates on imparting knowledge of a particular subject matter with a secondary goal of improving language ability. The other aims primarily at the improvement of communicative competence in the target language. The focus of this paper is on this second aspect. Here learners are first given content that provides a basic overview of a particular subject or current issue. They are then tasked with performing various classroom activities that promote proficiency in the target language through engaging with the subject matter. The great advantage of this format is that, in addition to improving students’ general knowledge about the world, practice in all four major skills is given in the course of a single lesson. Reading is enhanced when students research the topic to be addressed in class. Writing is practiced when students do timed essays, which not only improves their writing but also simulates writing done for language assessment tests such as the TOEFL and IELTS. Opportunities to improve listening and speaking come when students engage classmates in discussions about the topics addressed in class. This paper gives practical examples of how to implement such lessons in the EFL classroom as CBI continues to become more relevant now and into the future

Teaching Programme for 1st of Bachillerato: English

Trabajo de Fin de Máster del Máster en Profesor de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas, curso 2022-2023[ES] Esta programación didáctica dirigida a alumnos de 1º de Bachillerato en Investigación y Excelencia en Idiomas (BIE) con un nivel B2.2 examinará la enseñanza del Inglés partiendo de enfoques metodológicos como CLT, DBA y CLIL dentro del contexto de la pedagogía crítica. Producciones culturales como cine o literatura se emplearán como temas generativos para fomentar la alfabetización crítica e introducir temas académicos según corresponde a los principios de CLIL. También se incorporarán los ODS con el fin de tratar los desafíos propios del siglo XXI. En primer lugar, se analizará la pedagogía crítica, CLT, DBA y CLIL, seguido de una sección sobre los roles del profesor y alumno y atención a la diversidad. A continuación, se explicarán los contenidos, evaluación y las unidades didácticas propuestas en esta programación, finalizando con un adendum sobre la efectividad de esta propuesta y conclusiones. Esta programación didáctica se ajustará a lo establecido en la Ley Orgánica 3/2020 y el Decreto 40/2022 de Castilla y León.[EN] This teaching programme designed for students from 1st of Bachillerato en Investigación y Excelencia en Idiomas (BIE) with a B2.2 level will examine English teaching through methodological approaches such as CLT, DBA, and CLIL within the context of critical pedagogy. Cultural productions such as cinema or literature will be employed as generative themes in order to engage with critical literacy and introduce academic topics as per CLIL's tenets. SDGs will be also incorporated as to deal with 21st -century challenges. Firstly, critical pedagogy, CLT, DBA, and DBA will be analysed, followed by a section on teacher-student roles and attention to diversity. Furthermore, contents, assessment, and teaching units proposed in this teaching programme will be explained, finishing with an addendum on the efficacy of this proposal and conclusions. This teaching programme will follow Ley Orgánica 3/2020 and Castile and Leon's Decreto 40/202

A diagnosis of professor's CBI competences at the undergraduate English teaching program at Fundación Universitaria Colombo Internacional

This study aimed to identify the CBI competences of professors that teach subjects in English at an undergraduate English teaching program. It used an analytical-descriptive case study developed through focal groups, observations, surveys and tests. The study units were ten professors, 242 students and 23 subjects. The results suggest that most of the professors need opportunities to improve their CBI competences to be able to fulfill all the requirements that this approach have in terms of teacher development. The present study corroborates what literature shows in regards to the artificial separation of content and language objectives in traditional classes since it demonstrates how some professors that teach subjects in English in a teacher education program lack the necessary competences to consciously integrate content and language objectives. Therefore, a training development program should be carried out in order to improve pedagogical actions in the content classes taught in English.MaestríaMagister en la Enseñanza del Ingle

Integrating EFL skills for authentically teaching specific grammar and vocabulary

When a person uses a language in an authentic setting, skills such as speaking, reading, writing and listening are naturally integrated to achieve communicative competence. Therefore, this research is based on the use of a content-based instruction model and the communicative language approach to teach English as a foreign language (EFL). The activities described in this article integrate language skills using communicative activities to learn and practice the present perfect and associated new vocabulary. All the skills were evaluated through qualitative informal assessments and quantitative formal testing to see if the chosen strategies could aid in attaining the goals set by the professor and could allow for authentic learning by the participants. This qualitative and quantitative research used 33 sample students, pre- and post-evaluations of all four skills, and questionnaires about the students’ knowledge of the present perfect post-treatment and the opinions of the students about the types of strategies and educational models used to integrate the four language skills in their classes. These results were then used to find out how these teaching strategies could aid in student teaching-learning. The tools used aided in the results were to find out how to integrate communication skills throughout the lessons in the classroom to allow for a more fluid and in-depth learning experience for the intermediate students that participated in this research done at UNAE, Ecuador