Modernistic Upgradation of Content-Based Instruction in Teaching English As A Second Language

International Research Journal of Engineering and Technology (IRJET) e ISSN:2395 0056

Volume: 09 Issue: 05 | May 2022 www.irjet.net p ISSN:2395 0072

Modernistic Upgradation of Content-Based Instruction in Teaching English As A Second Language

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Abstract

Content Based Instruction is continuously evolving. It has gained recognition as a resourceful approach. This paper highlights on budding linguistics and enhancing basic knowledge to the second language learners. This paper exhibits how language learning can be encouraged by being relevant to Content Based Instruction. It presents the advantageous properties of the three basic prototypes. It highlights the condition where the three basic models of the Content Based Instruction takes up modernistic features to develop skill based English learners. This system of study definitely activates the growth of the proficiency of English as a second language. It will engage the students to acquire source material for study. Content based Instruction has proved its mettle over the years. It concentrates on nurturing learners' language learning skills in the acquisition of the second language. It has been taken into consideration that this approach is widely used by implementing its models one at a time in a particular setting. This paper features the combination of the three basic prototypes of Content Based instruction implemented in a class setting. This paper opens up the multiple possibilities that are purposefully designed to cater to the different needs of the English language learner. It aims at offering a conceptual description of the main characteristics of Content Based Instruction, specific application of the three models of Content Based Instruction combined, and continue to evolve with the singularity in its intention to improve oral articulation, comprehension, fluency, and production of speech skills. The core purpose of this article is how the integration of language and content learning give rise to a number of Content Based Instructional models. This paper brings about the functional aspects of improving skill set in learners in a more effective manner by combining the three prototypes of Content Based Instruction The evolution of Content Based Instruction has taken a winning position in teachingEnglishasasecondlanguage.

Keywords: Content-Based Instruction, Second Language Learners, Speaking Skills, Prototypes, Language Learners

Introduction

Itisaknownfactthatlearnerslearnfastandindulgetolearnmoreiftheyareinterestedinthesubjectmatterthatwhich they are learning. When students are involved directly, the impact of study becomes profound and of high utility order. Zealandinterestgohand in handinlearningEnglishasasecondlanguage.Beforeconcentratingonthestudents'problem in learning English as the second language and before considering why students even after spending 10 to 12 years of learningtheEnglishlanguageintheiracademiccurriculumarenotabletouttercorrectsentence.Thissituationcallsfora direneedforteachersinstruction.Thereisnodoubtinteachers'untiringserviceandthereisnodoubtthatstudentsofthe presentdaydonotconveytheirthoughtsandfeelingswiththeproperdispositionoflanguagebutadaptvariousmeasures ofdissuadingandmisusingthelanguage.ThestandardoforalEnglishhascomedowntosuchanextentthatstudentsfind ithardtoexpressthemselvesorevenpassthroughaninterview.Suchasituationcallsforasystemthatisflexibleenough, befittingstudents'areaofinterestcateringtotheirage. CombiningthedifferentmodelsofContent BasedInstructionisa highlydemandingtaskforateachertoexperimentbutitispromisinglyrewarding.

Content-Based Instruction - An Introduction

Content Based Instruction is a communicative language teaching approach. It gives more weightage to meaning than to form or the grammatical rules. This is a skill based, skill oriented, and skill developing functional notional approach. Content Based Instruction relies upon task oriented teaching English as the second language. It is an unconventional language teaching method that has broken the shackles of the stringent traditional grammar oriented methodology of teaching.Content BasedInstructioniscompletelyfocusedonthefunctionalliteracyofyoungEnglishlearners.Inaddition, Content Based Instruction totally delves on elevating the speech skills in the classroom scenario. Relative teaching to connectwhathasbeentaughtintheclasscateringtothereal lifesituationisanotherchallengingyetpromisingfeatureof

International Research Journal of Engineering and Technology (IRJET) e ISSN:2395 0056

Volume: 09 Issue: 05 | May 2022 www.irjet.net p ISSN:2395 0072

Content BasedInstruction.However,theContent BasedInstructionhastakenaninnovativegiantleapwhenitintegrates itsthreebasicprototypesinordertodriveremarkableresultsonimprovingspeakingandinculcatingcontinuousprobing in depthlearningspiritinEnglishlearners.

Three Prototypes of Content-Based Instruction

1.Theme based language model

Theme basedlanguagemodel isa programoflanguagestudyinwhicha curriculumisformulatedaroundcertainchosen topicsorthemesthathavebeentakenfromaparticularcontentareasuchasagriculture,sports,population,pandemicor basedonthecurriculumlikeNaturePoets,CuneiformwritingorDesertsoftheWorld.Enrichedsubjectmatterintheme based language instruction is usually selected by the tutor of the English language. Teacher generated sources are also adapted from outside sources. Integrating the topic into the language skill education forms the central function of the Content Based Instruction. Such an attempt sets the goal for the learners. Continuous assistance is offered to the young English learners by the language facilitators. Interesting and relevant source materials are provided with interest and involve thestudentstolearn'somethingnew' duringthestudyhour. Theme based languageinstructionis implemented virtually and in any existing educational setting. Hence, it is the most widespread of the three content based models. Anothermajorfeatureofthismodelisthatthethemeorthetopiccanbeselectedcateringtostudents’interests.

2.Sheltered content model

This model considers the students' limited proficiency in teaching English as a second language. Sheltered content instruction accommodates a content based curriculum. Consequently, sheltered courses closely keep in touch by segregating the second language learners from native English speakers. It has managed to follow a tradition where all second language learners are secured in a separate sheltered so called 'linguistic boat'. Again, Sheltered content instruction believes in bringing necessary changes and simplifications, thus setting a better learning situation for the language learners. This creates low anxiety in second language learners. Such a modification is done in the selection of suitablesourcematerialsforthelearnersandadjustscourseexpectationscateringtotheneedoftheEnglishlearners.This method was originally formulated for elementary foreign language immersion programs, but now it delivers a good contentlevelofEnglishlanguageknowledgetotheelementaryandtheprimarylevelofEnglishlearnerswholearnEnglish asthesecondlanguage.

3.Adjunct language model

Adjunct language model is two courses linked method. One is a content course and the other is a language course. Both thesecourseshaveacommoncontentcourseasitsbase.Theydifferintheirfocusoninstruction.Thelanguagestudiesare taughtbythelanguagetutorsandteacherswiththemainfocusorientingandboostinglanguagelearningskills,whereas, the content instructor concentrates on academic concepts. Coordination is highly required on the part of the language instructorsandthesubjecttutors.Also,thelanguageteachersundertakeextraefforttomakethecontentfamiliartothem. Theinterlocking of the two curricula,modificationsof bothof thecourseshelpthe studentsto developcoping strategies whentheyfaceacademicchallenges.Thismethodsufficesaslongasthestudentsacquirelanguageskillsthatareadvanced tohelpthemtoparticipateincontentclassesthatareusuallytaughtbynativespeakers.

Content-Based Instruction - Modernistic Growth

1. Immersion Model

Immersion model was mainly focused on instructing foreign languages like Spanish, Chinese, and the like. These programmes can be found in the early, middle, and late as well as partial immersion course of study. Despite some differencesinthis,theyall sharesomeofthecommonobjectivessuchas,thetargetlanguage,undoubtedlyEnglish isthe highlighted language aimed for development. Moreover, it works for the betterment of the language proficiency of the Englishlanguagelearnerswhoarethesecondlanguage(L2)users.Itnotonlyworksfortheacademicachievementforthe L2usersbutalsopavesthewaytoappreciatethecultureofthetargetlanguage(TL).

International Research Journal of Engineering and Technology (IRJET) e ISSN:2395 0056

Volume: 09 Issue: 05 | May 2022 www.irjet.net p ISSN:2395 0072

2. Monterey Model

TheMontereyModelwasformedbringinginelementsfromthebasicprototypesofContent BasedInstruction.Thismodel is layered with a number of language usage, comprising a number of disciplines and content based language teaching model.Practical oriented,asitsounds,themodelisalsoauthenticandknownforitsfunctionaluse.Itmakesthelanguage teaching more purposeful opening the dimensions of comparative studies. The Monterey Model is an inter departmental joint effort. This involves the faculty of two or more academic departments. During the planning stage, the faculty team engagesinanegotiation,selection,anddeterminationofthecontentarea.Theycometoacommongroundofselection.In theimplementationstage,thestudyisallottedtoseveralportionsofshortcoursesbasedonthetopicsselected.Thetarget languagesolelyusedasthemodeofcommunication.Thelanguagelearnersgetexposedtothetargetlanguageforseveral weeks.Theymeetataplenarysessiontoshowtheirfindingsandexchangetheirviewpointsinthelanguageofstudy.This oneofakindlearningexperiencewidenslanguagelearners'perspectives.Thismodelisflexibleandthechoiceofsubjects isvaried.Thisleadstoadoptingavarietyofeducationalsettings.

3. Direct content model

Thismodel issimilarto the Model ofTotal Immersion. The target languageisused asa communicationlanguage.All the classroomactivitieslikereadings,classroomdiscussions,allassignmentstakeplaceintheEnglishlanguage.Unlikeinthe sheltered model, no alterations are made for the sake of the foreign students, who learn English either as a second languageorasaforeignlanguage.

4. Team content model

Justlike the Adjunctmodel, inthe Team contentmodel, thecourse ofstudyis taughtby twoinstructors.Onetutoris for teaching language instruction and one teaches the subject matter. Collaborative teaching takes place in such a situation. The team teaching format is utilized. This helps in maximizing the learners' learning opportunities. This is achieved by mergingtheteachers'knowledgeandtalentsoftheteachingteam.

5. Subsidiary content model

Thesubsidiarycontentmodelisacontent orientedmodel.Aspecialistintheenrichedsourcematerialpresentsthesubject matterinthenativeEnglishlanguage.Afterthenewportionofthestudyisdelivered,thescopeandthedepthofthestudy of language is examined. The language facilitator uses English as a second language knowing where it is needed with greaterspecificity.

Course planners' choice

Selecting an effective model of Content based instruction can be both demanding and trying for the instructor and the languagelearners.Atthesametime,itassuresaninspiringandagratifyingeffect.Theextenttowhichalanguageteacher implements this approach totally relies on the accessibility of source materials and the compliance of the language learners with their teachers along with the administration. Course planning comprises many decisions. At each decision point, the range of options available and the conditions that may affect decisions are to be examined. Several examples fromavarietyofcontent basedlanguagecoursesacceleratethedecision makingprocess.Theappropriatecourseofstudy for the particular age and the choice of the subject matter suited for their educational growth leading them to the next levelshouldbethemainpriorityofthelanguagefacilitators.Presentingahybridmodelnotonlyengagesthelearnersina surprisemodebutnaturallysetsthelearnersforlearningsomethingnewineachclasssessionandswitchtoshowinterest andwillbeeagertolearnwhattheteacherintendstoteach.

Advantages of Content-Based Instruction

Content BasedInstructionhasabalancedoutlookbyconsideringboththecontentandthelanguagepropertiesofEnglish study in a fruitful manner. It has proved highly beneficial to language learners who learn English as a second language. SomeofthebenefitsofContent BasedInstructionareasfollows.

1) As Content Based Instruction is student oriented, language learners take up the initiative in learning their portion of thestudy.Teachers'successdependsonhowtheyareabletokeeptheinterestlevelofthelanguagelearnersalive.

International Research Journal of Engineering and Technology (IRJET) e ISSN:2395 0056

Volume: 09 Issue: 05 | May 2022 www.irjet.net p ISSN:2395 0072

2) Authentic materials, content, and contexts continuously keep the motivation level high on English learners. creative thought development, brainstorming, and highly interactive classroom motivate the learners to engage themselves in learning.

3) The presence of actively enriched source materials that form the crux course of study in Content Based Instruction promotesthelearnerswiththechancetothinkactivelybyengagingthemselvestoconnecttotherealworld.

4)Content BasedInstructionallowsstudentstodevelopcriticalthinkingandlifeskills.Thisextensivelearningapproachis usedincountlesswaysoutsideofthelanguageinstructionenvironmentintherealworldtoo.

5)Activethinkingquickenstheefficiencyofacquiringthelanguageinamoreefficientway.Theuseofauthenticmaterials speedupandcongealthelearningprocess.

6) Content Based Instruction is an active approach. Hence, it allows students to develop critical thinking and life skills. This extensive learning approach is used in countless ways outside of the language instruction environment in the real worldtoo.

7) Students are willingly involved in learning something new, thus making learning more fun and interesting. Therefore, behaviourproblemsnaturallydecrease.Thisisahandytrickforteachersthatwouldgenerallybenefiteveryone.

The prototypes of the Content Based Instruction differ based on design and its functioning of language. It also varies dependinguponthebackgroundlevelorageofthestudents,andthenatureofeducationinvolved.Somemodelsareused ininstructingEnglishas aforeignlanguageandteachingsituationsareutilisedindeliveringteachingEnglishasasecond language.Somemodelshaveprovedsuccessfulattheelementaryschoollevelandothersatthesecondaryorcollegelevel. Ineachcase,theContent BasedInstructionhasproveditsefficiencybymakingaclassroommorevibrant,enlighteningthe teachingtechniquesinteachersandenlivenedstudentsengagingandencouragingthemtobeinteractive.

Conclusion

English is taught as a second language in educational institutions of India. English Language Learners are intended to develop a fine verbal expression that is practically suitable for a better oral presentation. This can be achieved by integratingthethreebasicmodelsofContent BasedInstruction,givingpriorimportancetopronunciation,andpresenting the learning session of the English language in a pragmatic manner for students. This will definitely be of great help for them to imbibe a wide range of collection of vocabulary and the task of overcoming English language speech difficulty, thus enhancing the young students to undertake an effective and appropriate usage of the English language. The paper concludes by presenting a viewpoint about the importance of including the principles of Content Based Instruction in teachingtheEnglishlanguageforstudentsandthetipssuggestedfortheEnglishtutorsforenhancingtheirknowledgeofa betterlanguagetrainer.Thepaperdealswiththeimplicationsofhoworal enrichmentskillscanbeproactivelyattainedin a language learning situation. Such a class situation would ultimately gain students to imbibe indigenous like speech accuracy.

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