CONTENT BASED INSTRUCTION

Content-Based Instruction was brought into the school systems in Europe, as well as in Canada and other countries within America in the 1960s (Finkbeiner & Fehling 2002: 9)[1]. Due to globalization and Europe's involvement in it, many European countries saw the need to be proficient in foreign languages, especially in English (Wildhage & Otten 2003: 19). Over the years, it has become more popular and other countries are increasingly starting to offer equivalent programs.

Theory and characteristics

Content-Based Instruction refers to an approach to second language acquisition that emphasizes the importance of content in contrast to other approaches or methods which are centred around the language itself, Content-Based Instruction is centred on the subject matter. Nevertheless, the approach aims to develop the students' language and academic skills. These skills are developed unconsciously through the content dealt with (Richards & Rodgers 2001: 204-205).

As Richards and Rodgers point out, if the information delivered through the content is interesting and useful, learners should acquire the language faster (ibid.). In addition, the language acquisition process may be more efficient and the language learners more motivated. Dörnyei supports this thesis by stating “students will not be motivated to learn unless they regard the material they are taught as worth learning” (2001: 63). Therefore, it may be advisable within the Content-Based approach to include learners in the choice of topics and activities.

Another characteristic of Content-Based Instruction is the use of communication (Richards & Rodgers 2001: 204). There are three principles of communication that define Communicative Language Teaching but which may also be applied to the Content-Based approach.

• First, the communication principle which puts forward that activities involving real communication promote language learning.

• Secondly, the task principle which refers to the concept that activities in which language is used for carrying out meaningful tasks promote language learning.

• And, finally, the meaningfulness principle that implies that language that appears to be meaningful to the learner will support the language learning process (Richards & Rodgers 2001: 161).

There is, however, a major difference between Communicative Language Teaching and Content-Based Instruction. Whereas Communicative Language Teaching is a language-driven approach, focusing on the language itself, Content-Based Instruction is content-driven (chart: M. Met). Because Content-Based Instruction puts a strong emphasis on communication, it is quite different from traditional methods.

Learner role

Students are actively involved in a Content-Based classroom setting. On the one hand, they are in charge of their own learning process and their support of others and, on the other hand, they may partly choose content and activities. Being actively involved and taking responsibility in a classroom environment appears to be motivating for some though rather overwhelming to others. There are quite a few students who might feel that they cannot keep up with the work-load and quantity of new information (Richards & Rodgers 2001: 213).

Teacher role and choice of material

Teaching the Content-Based approach necessitates a large amount of work and energy. The teacher has to fulfil several roles, such as being a good language teacher and in addition having an appropriate knowledge of the subject matter. In addition, the teacher has to choose material. If the material is not suitable enough, he has to adapt it to the learners' language level. There is, however, quite a variety of material available for teachers to use for Content-Based lessons. First of all, teachers can and should use authentic materials such as newspaper articles and advertisements (Richards & Rodgers 2001: 213-214). These are texts native speakers of the language would read themselves. Authentic material intrinsically interests students and this promotes language learning. As Dörnyei points out, “motivation is one of the key issues in language learning” (2001: 1). Secondly, there are, at least in Germany, textbooks available for Content-Based lessons.