CBI Defining Terms

• Crandall and Tucker (1990) define it as “...an approach to language instruction that integrates the presentation of topics or tasks from subject matter classes (e.g., math, social studies) within the context of teaching a second or foreign language” (p. 187).

• Curtain and Pesola (1994) use the term in a more restricted way, limiting it to only those “...curriculum concepts being taught through the foreign language ... appropriate to the grade level of the students...” (p. 35).

• Krueger and Ryan (1993b) distinguish between content-based and form-based instruction, and note that the term discipline-based more appropriately captures the integration of language learning with different academic disciplines and contents.

"All of the programs, models, and approaches that integrate language and content share a common phenomenon: students engage in some way with content using a non-native language."

• Content is taught in L2

• Content learning is priority

• Language Learning is secondary

• Course goals determine objectives

• Teacher-selected language objectives

• Evaluation based on content mastery

• Content is used to learn L2

• Language learning is priority

• Content learning is incidental

• Language objectives determined by L2 course goals or curriculum

• Ss evaluated on content to be integrated

• Ss evaluated on language skills/proficiency