KETY MENDOZAContent-Based Learning (1).pptx

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1. Topic: Content- Based Learning INTEGRANTS: LUCA CUBA ROSA LAURA MECHAN LIRA JOSÉ VLADIMIR MEJIA PEÑA SARA ISABEL MENDOZA CASTAÑEDA KETY ROSA NIÑO DE GUZMÁN HERRERA VICTORIA RUTH PALOMINO MELENDEZ SUSAN GIORY PAREDES QUISPE YUDI PASACHE CARBAJAL QUISPE BAJALQUE CARMEN ROSA ROMANI FLORES CECILIA SARA

2. Content- Based Learning (CBL) Overview of Content- Based Learning (CBL) Definition : CBL integrates language learning with academic content , enhancing both language skills and subject knowledge . Key Concepts : Authentic Materials : Use real- world resources like articles and videos to provide context for language learning . Student Engagement : Connect language learning to subjects of interest to increase motivation and participation . Cognitive Development : Promote critical thinking through analysis and evaluation of content . Interdisciplinary Approach : Integrate language learning with other subjects for a holistic educational experience .

3. Content- Based Learning (CBL) Teaching Strategies : Theme-Based Units : Design lessons around relevant themes combining language and content . Task-Based Activities : Engage students in meaningful tasks that require language use within content contexts . Scaffolding : Provide structured support that is gradually reduced as proficiency increases . Content- Based Instruction (CBI) Principles ( Stryker & Leaver ): Dual Focus : Simultaneous acquisition of language and content . Authentic Contexts : Embed language learning in meaningful , real- world situations . Student-Centered Learning : Foster active student participation and deeper understanding . Flexibility : Adaptable to various educational settings and proficiency levels Conclusion: Content-Based Instruction (CBI) can be challenging but also stimulating and rewarding. Its success depends on student willingness, institutional support, and available resources. You can introduce CBI across the curriculum or try it in a few lessons. Collaborate with other teachers for support and resources, and involve students in choosing topics and evaluating the lessons. Their feedback will be crucial in measuring success.

4. Casuística 1: Renzo´s students watched a video about the pollution of the main river in their city and got really interested in the topic. He wants to take advantage of that context to help his students develop their reading skills. He has planned the following sequence: The teacher brings a four paragraph article about the pollution of the rivers. Each paragraph of the article makes reference to a specific aspect of the topic, as follows: Paragraph 1: Description of the problem Paragraph 2: Causes Paragraph 3: Effects Paragraph 4: Solutions The teacher divides the class into four groups and gives a different paragraph of the article to each group. The teacher tells the students to read the paragraph they got and discuss what they understood about it. He tells them to write down the ideas they find the most important. After the students finish the discussion, the teacher picks up all the paragraph he gave them at the beginning of the sequence. He tells the students to stand up to form new groups. The new groups have to include one member of each of the previous groups. Next, the students use their notes to share with their new group the information they gathered during the reading. Finally, the teacher asks the groups to write their own version of the full article using the Information shared by each of their members. Which teaching method to reading is developed in the sequence above? Project – Based Learning Content – Based Learning Problem – Based Learning

5. BIBLIOGRAPHY: Genesee, F., & Lindholm-Leary, K. (2013). Content-based language teaching: An effective approach tо second language acquisition. In M. Celce -Murcia, D. Brinton, & J. Goodwin (Eds.), Teaching English as a second оr foreign language (4th ed., pp. 328-346). Boston, MA: Heinle & Heinle . Kennedy, T. J. (2006). Language learning and its impact оn the brain: Connecting language learning with the mind through content‐based instruction. Foreign language annals, 39(3), 471-486. Lee, J., & Kim, Y. (2022). The effects оf content-based language teaching оn English learners' vocabulary, grammar, and reading comprehension. System, 105, 102714. Snow, M. A. (2016). Content-based language teaching and academic language development. In Handbook оf research іn second language teaching and learning (pp. 159-172). Routledge.