Out of the Mouths of Babes: Novice Teacher Insights Into Content-Based Instruction

Early accounts of CBI (e.g., Benesch, 1988; Brinton, Snow, & Wesche, 1989; Short, 1991a, 1991b; Snow & Brinton, 1992) were primarily descriptive in nature, devoting the bulk of their discussion to issues such as curriculum and materials development, testing, program assessment, student reactions, and the like. This exclusionary focus on issues of implementation led Johns (1992) to note the lack of an established research tradition within the paradigm and to encourage CBI practitioners to emulate the types of research being done in the field of English for Specific Purposes (ESP).