ALR B3 | Content-based Instruction

Question 1

CBI

Answer 1

content-based instruction

Question 2

CLIL

Answer 2

content and language integrated learning

Question 3

EMI

Answer 3

English-medium instruction

Question 4

The basic principle
underlying all these different versions of classroom immersion is that an additional language can be acquired when that language is being used as the vehicle of instruction, even if the learner’s attention is primarily, although
not exclusively, on the message and not on the medium.

Answer 4

instruction, medium

Question 5

Of course, learning school subjects in a language that is not the home language is not a _____: for centuries it was standard practice in Western Europe to be schooled in Latin, for example, and classical Arabic is still the
medium of instruction in many Muslim countries nowadays.

Answer 5

novelty

Question 6

During the
period of European colonization of countries such as India, Brazil or Mexico _____ was typically mediated in the language of the colonizers. And few children of immigrants today have any choice but to be educated in the language of their ‘_____’ country, despite UN recommendations that early learning should be conducted in the _____ language wherever possible.

Answer 6

education, host, home

Question 7

The defining characteristic of the content-based classroom is that the
syllabus is organized around _____, not grammar.

Answer 7

content

Question 8

These subjects will be taught in the _____ – English, in the case of English-medium instruction. The relative importance that is then given to the code, i.e. the features of the language – its grammar, vocabulary and pronunciation – seems to depend as much on the whim of
individual teachers as on the specific method that is being followed.

Answer 8

target language

Question 9

But, as in Task-based Learning, there has been a shift in emphasis from content
only to _____ in recent years.

Answer 9

content-plus-code

Question 10

In immersion teaching as first practised in Canada, little or no _____ was paid to the code: teachers simply taught their subjects in French, but allowed learners to ask
questions and respond in their L1.

Answer 10

formal attention

Question 11

Proponents of CLIL, on the other hand,
are insistent that due attention should be given to the _____, such as preteaching
the vocabulary and grammar that the learners will need, and
providing _____.

Answer 11

code, explicit error correction

Question 12

The Canadian experience shows that French immersion students develop
higher levels of _____ and _____ than those studying French as a curriculum subject (e.g. for an hour a day) and – importantly – their academic success is not prejudiced by studying school subjects in French.

Answer 12

fluency, comprehension

Question 13

On the contrary, the bi- or multilingualism that results is both a _____ and a _____ asset.

Answer 13

personal, social

Question 14

Moreover, the Canadian immersion teachers are fluent speakers of the _____e, whereas in many
CLIL contexts teachers may be less than fully proficient in the language of
instruction.

Answer 14

vehicular language

Question 15

But even the Canadian learners do not always achieve native-like levels of
proficiency in French, a fact that has been attributed to, among other things,
lack of _____ and _____.

Answer 15

explicit instruction, corrective feedback

Question 16

hese are exactly the
areas that a CLIL methodology claims to remedy, by providing balanced attention to both code and content – what Roy Lyster (2007) calls ‘a _____ approach’.

Answer 16

counter-balanced

Question 17

Whether, in fact, it does this depends on a
variety of factors, not least the _____ of the teacher, their _____, and their _____.

Answer 17

skills, training, beliefs

Question 18

On the whole, however, research into CLIL suggests that, in the
right conditions and given sufficient attention to the formal features of the vehicular language, the L2 learning outcomes are _____, even if not
perfect.

Answer 18

positive

Question 19

Less thoroughly researched are the effects on overall academic achievement, and advocates of CLIL will need to work hard to convince doubting parents in some CLIL contexts – e.g. where the standard of subject matter teaching is not already strong – that their children are getting the _____ that CLIL promises.

Answer 19

integrated education

Question 20

The foregrounding of subject matter knowledge – e.g. geography, science or
art – solves the problem that has plagued second language teaching for centuries – i.e. that it is a _____ with no real _____.

Answer 20

discipline, content

Question 21

In the absence of a
_____, the language itself, or its literature, tends to become the _____, and a great deal of classroom time is devoted to studying grammar or reading the ‘_____’.

Answer 21

subject, subject, classics

Question 22

But Content-based Instruction fulfils the promise of communicative language teaching: that – in Brumfit’s (2001) words – ‘we may learn the _____ of language formally, but we learn the _____ by using it through reading or writing, or conversing’.

Answer 22

tokens, system

Question 23

Content-based Instruction
gives us something to _____, _____ and _____ about.

Answer 23

read, write, converse