content based instruction can make ESL teaching more effective in korea by blending lg & culture

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CBI eliminates the artificial separation placed between language and subject matter in most education settings (Brinton, Snow & Wesche, 1989). It is characterized by socially, historically and culturally situated practices (Kern, 2000), using dialogues, graphic signs, paralinguistic behavior and other semiotic systems as text.


The type of topics ideal for the CBI teaching of English depends on the students' needs and interests. In adopting CBI, there is no need to discard the existing ESL syllabus aimed at developing the student's language skills. All the school needs to do is introduce the CBI concept to enrich the method. CBI is noted for its flexibility such that it can be adapted to any ESL settings and curricula.
The study used the qualitative approach to research through the primary data collection tools of questionnaires and semi-structured interviews with Korean teachers and students in ESL classes. Such interviews are semi-structured if the triangulation method is employed, which is done by checking out the consistency of data obtained from the interviews with those found in the available literature. The references used for this purpose are led by Mohan (1986), Kramsch (2002), Mohan (1986) and Brinton, et al. (1989) for those making a case for CBI in general, and Cho & Krashen (2001), Li (1998), Sook (2002) and Lee (2002) for those focusing on the specific need of Korea for content-based language instruction.
For this paper's own research, 5 Korean teachers and 5 students of ESL classe ...
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