Meaningful, Not Artificial Learning: Learners are exposed to a considerable amount of language while learning content. (. . .) In content-based programs, learners explore interesting content and are engaged in appropriate language-dependent activities (. . .). The resultant language learning activities, therefore, are not artificial or meaningless exercises.
Ready-to Use Language: CBI supports contextualized learning; learners are taught useful language that is embedded within relevant discourse contexts rather than as isolated language fragments. (. . .). Thus, CBI allows for explicit language instruction, integrated with content instruction, in a relevant and purposeful context.
Builds Excellent Articulation Skills in Professions: (. . .) The use of coherently developed content sources allows learners to call on their own prior knowledge to learn additional language and content material.
Self Motivating: (. . .) In content-based classroom, learners are exposed to complex information and are involved in demanding activities which can lead to intrinsic motivation.
Easy Knowledge Assimilation: CBI (. . .) lends itself well to strategy instruction and practice, as theme units naturally require and recycle important strategies across varying content and learning tasks.
Flexibility in Learning: CBI allows greater flexibility and adaptability to be built into the curriculum and activity sequences.
“When learners are motivated and interested in the material they are learning, they make greater connections between topics, elaborations with the learning material and can recall information better. That is the best way to learn a second language.”
Dr. Patricia Alexander,
University of Maryland