Content based language teaching pdf
Communicative Language Teaching CLT does a lot to expand on the goal of creating communicative competence compared to earlier methods that professed the same objective.
Teaching students how to use the language is considered to be at least as important as learning the language itself. Moreover, Harmer argued that when students are engaged in meaning-centered communicative tasks, then the language will take care of itself and that abundant exposure to language in use and plenty of chances to practice it are useful for a student's enhancement of knowledge and skill.
The need for authenticity. Since real communication is a basic characteristic of CLT, classroom activities should be related to real life and provide opportunities for real communication. Authentic materials should be the basis for classroom learning and they are not necessary derived from authentic text as long as the learning processes were authentic Richards, Since the advent of CLT, textbooks and other teaching resources are designed to similar standard of production as real world sources such as popular magazines.
Altasan Bibliography Baylis, P. Current Approach to Language Teaching and Learning. Burns, A. RELC Journal, 34, Feez, S. Text -based Syllabus Design. Harmer, J. The practice of English language teaching. UK: Pearson Longman. Kumaravadivelu , B.
The book includes: Spotlight Studies, highlighting important research on learning and teaching Classroom Snapshots, featuring descriptions of teachers and students engaged in different approaches to learning and teaching Activities which encourage comparison and reflection, helping you to relate research and theory on content-based language teaching to your own teaching context.
This book is part of the Oxford Key Concepts for the Language Classroom series, focusing on key topics for teaching English as a second or foreign language. These research-led instructional guides link the theories of second language acquisition and pedagogy with classroom practice, helping you to reflect on what needs to happen in the language classroom.
Author Patsy M. She is co-author of the award-winning How Languages are Learned , now in its fourth edition. Overall, this page book provides a clear and concise overview of CBLT and its implementation in different settings for both language majority and language minority students, as well as a comprehensive review of classroom-based research on CBLT with both young learners and adolescent learners.
This book is well-researched and well-written, and succeeds in making complex material very accessible. This book is tailor-made, easily accessible and invaluable to anyone interested in CBLT.
It provides the crucial background and practical information one needs to know about this educational approach. By examining studies conducted all over the world e. Hong Kong, China, Malaysia, Canada and Spain , this book reveals the strengths and pitfalls of CBLT implementation in different contexts, allowing readers to identify and refine pedagogy which suits their unique circumstance, and to ultimately help their learners to benefit from the essence of CBLT: improving and achieving the necessary language proficiency for subject matter learning such that the second language is not a hindrance to academic achievement.
Part of Whichever you choose to do I would advise that you try to involve other teachers within your school, particularly teachers from other subjects. This could help you both in terms of finding sources of information and in having the support of others in helping you to evaluate your work. Lastly, try to involve your students. Get them to help you decide what topics and subjects the lessons are based around and find out how they feel this kind of lessons compares to your usual lessons.
In the end they will be the measure of your success. Nik Peachey, teacher, trainer and materials writer, The British Council. Help Log in Sign up Newsletter. You are here Home » Understanding educational policies and practices » Articles.
Average: 4 votes. What are the advantages of content-based instruction? What are the potential problems? Conclusions What is content-based instruction?
Preparation Choose a subject of interest to students. Find three or four suitable sources that deal with different aspects of the subject. These could be websites, reference books, audio or video of lectures or even real people. During the lesson Divide the class into small groups and assign each group a small research task and a source of information to use to help them fulfil the task. Then once they have done their research they form new groups with students that used other information sources and share and compare their information.