A Content-Based Instruction Curriculum by Needs Analysis
Curriculum Development, Content-Based Instruction (CBI), Needs Analysis
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What is the most effective way of teaching a language? There have been debates and research studies on this question throughout the history of language teaching. Through that time,new approaches and methods have been tried and applied as alternatives to the previous ones. From the 1950s to the 1980s, the rise and fall of a number of approaches and methods in language teaching gave the period the name The Methods Era and also led to the development of the Communicative Approach. Communicative approaches in language teaching were gradually accepted, in opposition to the ones focusing on structur...
What is the most effective way of teaching a
language? There have been debates and research
studies on this question throughout the history of
language teaching. Through that time,new approaches
and methods have been tried and applied as
alternatives to the previous ones. From the 1950s to
the 1980s, the rise and fall of a number of
approaches and methods in language teaching gave the
period the name The Methods Era and also led to
the development of the Communicative Approach.
Communicative approaches in language teaching were
gradually accepted, in opposition to the ones
focusing on structural aspects of language rather
than the functional aspects. Among these approaches,
Content-Based Instruction (CBI), focusing on the
process and outcomes of learning rather than the
method, gained importance in the 1990s and got its
place in ELT. However, a cooperation between the
language teachers and the content area teachers is
required if CBI is to be succesful in
purposeful program. This book provides Academic
English needs of English medium departments from the
content area teachers point of view for the CBI
curriculum being applied in a university program.
language? There have been debates and research
studies on this question throughout the history of
language teaching. Through that time,new approaches
and methods have been tried and applied as
alternatives to the previous ones. From the 1950s to
the 1980s, the rise and fall of a number of
approaches and methods in language teaching gave the
period the name The Methods Era and also led to
the development of the Communicative Approach.
Communicative approaches in language teaching were
gradually accepted, in opposition to the ones
focusing on structural aspects of language rather
than the functional aspects. Among these approaches,
Content-Based Instruction (CBI), focusing on the
process and outcomes of learning rather than the
method, gained importance in the 1990s and got its
place in ELT. However, a cooperation between the
language teachers and the content area teachers is
required if CBI is to be succesful in
purposeful program. This book provides Academic
English needs of English medium departments from the
content area teachers point of view for the CBI
curriculum being applied in a university program.
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