CBI Y CLIL
COMMON-With both CBI and CLIL, the language is taught through its integration with the content. Content refers to the information or topic that the learner acquires or communicates through language.
CLIL- Content Integrated Learning and Foreign Languages (CLIL), on the other hand; involves a content teacher teaching content through a second or foreign language or may also involve subject matter content used in language classes. It was officially proposed in a European Commission policy document encouraging member states to develop teaching in schools through more than one language.
CBI Content-Based Instruction (CBI) involves a language teacher teaching through English, working with a content teacher to co-teach a course, or a content teacher designing and teaching a course for English learners as a second language. It occurred as the need to meet the objectives of a class of content..
”
click to edit
click to edit
Example of CLIL
Content- What I want to teach.
Communication- Which vocabulary I want to them to learn
Cognition- What type of questions should I create and propose to go further than the questions of “knowledge demonstration”.
Culture- Cultural implications of the topic.
click to edit
Example of CBI
-Secondary school in Japan
- Intermediate spoken English Class
-Teacher chooses theme: marriage
-Video of content; small-group discussions, role-plays, writing assignments.
CBI Difference
People successfully learn a language when they use it as a means of acquiring information.
This approach better reflects the needs of students to learn a second language.
It promotes both the development of academic skills and language proficiency.
Stoller's (2002) vision of language and content in CBI "language as a means to learn content and content as a resource to learn and improve language
CLIL Differences
Emphasis on demonstrating balanced achievement in language learning and content learning.
Helps students achieve individual, educational, social and intercultural goals for language learning.
According to Coyle, Hood and Marsh (2010), CLIL practice in the classroom involves students being active participants in developing their potential to acquire knowledge and skills through a process of inquiry (investigation) and through the use of processes. and complex means for problem solving (innovation).