Integrating Content-based Instruction in Language Teaching to Secondary Level Students

The most important modern linguistic method of teaching English is Content-Based Instruction (CBI). In Content-Based Instruction, the material for study is utilized for language instructional purposes. The paper presents an overview of language teaching through a pedagogic model of Content-Based Instruction (CBI) to secondary level students. Content-Based Teaching functions as the crux of the study and it holds on to the two significant areas of interest-the Second Language Acquisition (SLA) and pedagogy. This paper highlights how CBI along with the Audio-Lingual method, Direct Method and Counselling Language Learning can promote secondary level students’ language acquisition. The study addresses the current barriers that are found in language learning among the learning community that is quite prevalent in our educational system.  The study infers that the students would perform better when been introduced to the CBI compared to that of the conventional mode of learning. Content-Based Instruction highlights the mechanism of speech and proper structural format of L2 in the usage of spoken English among the English language users at the Secondary level in school. This presentation reviews how CBI can improve the speech skill sets in Second language learners. Teachers and language practitioners involved in education will find this piece of writing useful. He article verifies the different methodologies of Teaching in English. It presents an amalgamation of certain teaching methods – CBI, Audio -lingual method and Direct method, which increases the efficacy in the use of Second Language Learning (SLL) among the Secondary School students. This will increase the potential future English teachers. They will learn that a well-planned program will effectively provide skill-effective instructors, which can work for a better learning condition for the on-coming generations. Structured content and instruction will contribute a great learning experience. The study ensures the Second Language (L2) users develop both in their communicative competence and in their language skills through CBI.

Author(s) Details
V. J. Vinita
Department of English, Noorul Islam Centre for Higher Education, Kumaracoil, Thuckalay, Tamil Nadu, India

Dr. M. Ilankumaran
Department of English, Noorul Islam Centre for Higher Education, Kumaracoil, Thuckalay, Tamil Nadu, India

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