In content-based classrooms, students are exposed to a considerable amount of language while learning content. This incidental language should be comprehensible, linked to their immediate prior knowledge, and relevant to their needs – important criteria for successful Language learning. Such a setting for learning makes second language learning consistent with most other academic learning contexts as well; that is, most classrooms involve the teaching of some type of content information, and, in those classrooms, language learning also occurs – at least incidentally. In content-based classrooms teachers and students explore interesting content while students are engaged in appropriate language-dependent activities, reflecting the learning that students carry out in other content-area classes. The resultant language learning activities, therefore, are not artificial or meaningless exercises. - Students are exposed to a huge amount of language. Language may be learned incidentally or not. Language learning activities are meaningful., CBI supports contextualized learning; students are taught useful language that is embedded within relevant discourse context rather than an insulated language fragments. In content-based classrooms, students have many opportunities to attend to language, to use language, and to negotiate content through language in natural discourse contexts. Thus, CBI allows for explicit language instruction, integrated with content instruction, in a relevant and purposeful context. - Useful language is taught in a purposeful context. Language is used naturally and purposefully., Students in CBI classes have increased opportunities to use the content knowledge and expertise that they bring to class. The use of coherently developed content resources allows students to call on their own prior knowledge to learn additional language in a content material. - Students have opportunity to use their prior knowledge., CBI itself the generate increased motivation among students; in content-based classrooms, students are exposed to complex information and are involved in demanding activities which can lead to intrinsic motivation. Motivation and interest arise partly from the recognition that learning is occurring and that it is worth the effort, and partly from the appropriate matching of increasing student knowledge of a topic with increasing task (or learning) challenges. - CBI increases student interest and motivation because it is challenging., CBI supports, in a natural way, such learning approaches as cooperative learning, apprenticeship learning, experiential learning, and project-based learning. it also lends itself well to strategy instruction and practice, as theme units naturally require and recycle important strategies across varying content and learning tasks. - CBI supports different learning approaches., CBI allows flexibility and adaptability to be built into the curriculum and activity sequences. Because additional subtopics and issues can be incorporated into the course, teachers have many opportunities to adjust the class to complement the interests and needs of both teacher and student. - CBI is flexible. It can be adapted to different needs and interests of students and teachers., CBI lends itself to Student Centered classroom activities ; in content-based classrooms, students have opportunities to exercise choices and preferences in terms of specific content and learning activities. because there are many avenues for exploring themes and topics in content-based classes, student involvement in topic and activity selection is increased. - Due to the variability of topics and activities, students exercise choices and preferences.,

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