Brown: Chapter 13 Questions
Define content based language teaching and give three examples of content-based curricula.
Content-based language teaching integrates the
learning of some specific subject matter content
with the learning of a second language.
Examples of content-based curricula
1. Writing across curriculum
2. Immersion programs for elementary
3. Sheltered English Programs
Name the 5 models of integrated skills approaches and briefly describe each.
1. Content-based Teaching:
It integrates learning a specific subject or
material with language teaching. Language is
used to convey meaning related to the subject
2. Theme-based Teaching:
Curriculum is organized around subject matter,
but language is its paramount goal.
3. Experiential Learning:
It centers on giving students concrete
experiences to discover language principles
through trial and error, feedback, building
hypothesis, inductive learning, and learner-
Presentation of language in an easy way to
follow (episodically). For example: dialogues
and story lines.
5. Task-based Teaching:
Course is organized around communicative tasks
that learners need to engage in outside the
classroom. (B p. 220-230)
What are the 4 skills to be integrated, and why should we integrate them?
It gives greater motivation to master all four
rather than individually attempting master them.
Integrating all four activities is a more
holistic approach and considers the preferred
learning styles of both left and right brained
students. Listening enhances speaking, writing
and reading. Writing enhances reading,
1. Production and reception need to be integrated.
2. Interactions means sending and receiving messages.
3. Written and spoken language often are related.
4. The interrelationship of written and spoken
language is intrinsically motivating.
5. Often one skill reinforces another.
What are some characteristics of task-based teaching?
• emphasis on interaction to get communication
• use authentic texts
• opportunities to focus on learning process as
well as language
• enhancement of learner's personal experiences
• link class activates with out of class language
What are some benefits of the whole language approach?
1. real-life integration of the 4 language skills
2. perception of the relationship among skills
3. flexibility in preparing interesting,
4. greater student motivation and retention
What are the principles underlying both theme-based and content-based teaching?
2. meaningful learning
3. intrinsic motivation
4. communicative competence
What is the difference between content-based teaching and traditional language teaching?
Content-based language teaching integrates the learning
of some specific subject matter content with L2
learning. The overall structure of a content-based
curriculum is dictated more by nature of the subject
matter than by language forms and sequences (p. 220)
L2 is the medium to convey informational content of
interest and relevance to learner.
What is the difference between content-based teaching and theme-based teaching?
subject matter is of primary importance, dictating
equal value on content & language objectives; equal
emphasis from curriculum
What is experiential learning?
type of learning that includes activities for
both sides of the brain, contextualize language,
integrate skills, point toward authentic, real-
world purposes; it gives students concrete
experiences by trial and error, by processing
feedback, building hypotheses about language, and
revising assumptions in order to become fluent
How does task-based curricula differ from content-based, theme-based, and experiential instruction?
course objectives are more language-based;
goals center on pragmatics
What is the difference between content-based teaching and task-based teaching?
focuses on subject matter; L2 is medium,
focuses on real-world tasks/activities;
language-based objectives, pragmatics
What are the 2 forms of productive performance? 2 forms of receptive performance?
oral and written
aural and reading
Time & Place
Textbook & Materials
Major Learning Activities
Course Requirements & Grading Scheme
Students with Disabilities
Dr. Lynn E. Henrichsen
Department of Linguistics
Brigham Young University
Last Updated: Saturday, January 24, 1998