International Journal of Science and Research (IJSR) ISSN (Online): 2319-7064 Impact Factor (2019): 7.426 Volume 8 Issue 6, June 2019 www.ijsr.net Licensed Under Creative Commons Attribution CC BY Content-Based Instruction Saifurahman 1 , Abdul Latif Zahid 2 1 Paktia University, Education Faculty, Kabul-Gardez Main Road, Gardez, Paktia, Afghanistan saif.rohiafg[at]gmail.com 2 Education Faculty, Kunduz University, Kunduz, Afghanistan latif.zahid999[at]yahoo.com Abstract: English language teaching is taught at different faculties of Paktia University. Here different ages students are set in larger classes so teacher cannot work with each student face to face. The main aim is to contextualize the foreign language teaching and learning at different faculties for specific purposes. Content based Instruction (CBI) is examined for language and particular content integration. The result revealed that Content Based Instruction (CBI) approach is useful to integrate environmental issues with grammar and communicative uses of the language. Students feel a stronger and real connection between the language they are learning and the context of a particular subject. This article reflects upon content based instruction (CBI). Keywords: CBI, Content, instruction, model and integration of content and language 1. Introduction It is clear that all learners neither learn language for the same purpose nor they do learn at the same way [6]. Students response to various stimuli such as pictures, sounds music, movement, etc. some students are stimulated into learning more than other [15]. Language teaching for specific purposes delivers knowledge with respect to the requirements and prepares language learning materials based on the necessity and interest of the learners. CBI is an approach of teaching for specific purpose. CBI is totally a language program, and it integrates the language learning with learning of particular subject contents. The contents may have different themes [12]. Furthermore, the article reports CBI’s distinctive characteristics and its main models. Furthermore, it presents some strengths and challenges of content based instruction. 2. Background Content Based Instruction (CBI) is prepared in the mid- 1980s with the publication of Bernard Mohan’s work, language and content. Mohan described his work as an investigation in which the “learning of language and subject matter can be accomplished” [11]. A program applied CBI and its principles in a way to adopt foreign students to scholar systems so the students can attend regular academic classes in second language. Through this way, students learnt language and required content [6]. It is clear that the idea of teaching language on content is not new one. St. Augustine pointed out “Once things are known knowledge of words follows… we can’t hope to learn words we do not know unless we have grasped their meaning. This is achieved by listening to the words, but by getting to know the things signified” [5]. In USA, CBI was planned for non-English language speakers in public schools. Students were put in regular English language learning classes with English native speakers; some of English Language Learners neither mastered content nor English language. In other words, when students studied English first, their academic content study was delayed. In order to prevent both problems, teachers taught academic subjects, such as literature, math, history etc. at the same time they taught language that is relevant to that content. Thus the language becomes the medium for learning of particular content [11]. 3. Discussion 3.1 Content Based Instruction Throughout history, educators have chosen different approaches and methods to achieve better learning outcomes. In each method, some new techniques and sets of new principles have been implemented to teach the students [6]. CBI is one of different methods which focused on teaching language inside meaningful context, real context and using authentic materials as literary text. So, learners interested and get involved to learn target language from context as a tool for learning language through context. Larsen and Anderson [12] noted two versions of communication approach: strong version and weak version. Strong version declares that language is acquired through communication. This version asserts to use English to learn it. Weak version is defined as learning to use English [13]. Thus, Content Based learning belongs to the strong version [12]. Most people rely on the traditional methods of language instruction, such as Grammar translation method, direct method etc. which focused on translation, memorization and other aspects of language. CBI is adapted to method which focuses on content rather than language. However, the goal of instruction is language learning. The language becomes a tool for learning new structure, vocabulary, idioms and phrases in a meaningful way because the words are presented within the context of the content. It helps students to make logical connection between different words, ideas and items. The supporters of CBI believe that approach is most effective method for language acquisition. Paper ID: ART20198318 10.21275/ART20198318 1372