ABSTRACT
Content-based instruction (CBI) refers to “the concurrent study of language and subject matter, with the form and sequence of language presentation dictated by content material” (Brinton, Snow, & Wesche, 1989: vii). To this end, CBI uses authentic (i.e., material not originally produced for language teaching purposes) tasks and materials while emphasizing accommodation to language learners’ needs through increased redundancy and exemplification and the use of advance organizers, frequent comprehension checks, and frequent, straightforward assignments and assessment procedures. Eskey (1997) defines CBI as follows:
CBI is the integration of content learning with language aims (Brinton et al., 1989), and for most language instructors, one of the aims of language instruction is to provide learners with a grasp of the grammatical systems that operate in that language. One of the conditions that Brinton et al. (1989) claim CBI to fulfill is “a focus on use as well as on usage” (p. viii), as does Eskey’s concern with language form and language function.
