Content-based instruction Archive

Spring 2022 Fellow: Sabrina Jaszi Despite the adoption of a “Multiliteracies” framework in many FL classrooms (Kern, 2000; Paesani, Allen, & Dupuy, 2016; Swaffer and Arens, 2005), a text-centered approach has been slow to catch on in Russian language pedagogy. The need for explicit grammar instruction provides an obstacle, but a holistic, text-focused approach still…

Content-Based Instruction and Adult Instructed L2 Acquisition: A Curricular Perspective by Heidi Byrnes, Professor of German, Georgetown University.

Despite the number of articles devoted to the topic of content-based instruction (CBI), little attempt has been made to link the claims for CBI to research in cognitive science. In this article, I review the CBI model of foreign language (FL) instruction in the context of its close alignment with two emergent frameworks in cognitive science: connectionism and constructivism. I show ...

This article presents a language specialist’s content analysis of four topics related to the memory of World War II. The purpose of the analysis is to develop critical content-based instruction (CBI) in an advanced Japanese language course ...

Research has shown content-based instruction (CBI) to be effective in various language settings, yet this promising curricular approach remains rarely implemented in mainstream foreign language educational contexts. While the existing body of research has identified important barriers to the implementation of CBI, it has neglected the problem of ...