Volume 03 Issue 11-2023
32
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
11
P
AGES
:
32-37
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Content-based learning has gained broad prominence in the teaching of second and foreign languages. Despite its
recorded benefits, many English teachers do not completely leverage its benefits for language learning that in the
sense of the material the language being studied and used is taught.
In this article, an approach to language teaching based on content and how it can be used to develop a multilingual
personality are discussed. This article aims to connect theory to experience, help teachers to identify what can be
considered as a content and how CBI can be used in teaching process. Furthermore, it is going to discuss whether
content-based approach can be one of the first steps of multilingual education. Finally, we are presenting a real-world
project tailored for intermediate EFL students. The design and suggested activities might be easily transferable to
other settings.
KEYWORDS
Multilingual education, multilingual personality, content-based approach, teaching methods.
INTRODUCTION
A Czech proverb that translates to 'You are as many
times human as you know the languages. Often people
find themselves involved in two, three or even more
cultures (business trips abroad, tourism, mobility of
young scientists, interethnic marriages, etc). Speaking
in several foreign languages has become today's key to
Research Article
THE CONTENT BASED APPROACH IN TEACHING FOREIGN LANGUAGES
AND ITS ROLE IN THE FORMATION OF MULTILINGUAL PERSONALITY
Submission Date:
November 05, 2023,
Accepted Date:
November 10, 2023,
Published Date:
November 15, 2023
Crossref doi:
https://doi.org/10.37547/ajps/Volume03Issue11-06
Turdieva. N.M
Acting Associate Proffessor
( Phd) “
Silk
Road ”
International University Of Tourism And Cultural Heritage,
Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 11-2023
33
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
11
P
AGES
:
32-37
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
success in the professional, and personal, sphere.
Therefore, multilingualism that becomes an significant
factor in social mobility and causes the intent of
language education to shift. Now proficiency in
language is not a target goal anymore. The purpose is
to bring up multilingual personality of a new type. In
order to build up multilingual personality multilingual
education has to be implemented into National
Educational system. Let’s face that implementation of
this educational system takes a huge amount of effort
and time. For the first step the attention should be paid
into method of teaching L2. Content based approach
of teaching foreign languages is considered to be the
most appropriate method to achieve our goal and
alternative variant for multilingual education.
Multilingual education: Multilingual education typically
refers to "first-language-first" education, that is to say,
mother-tongue-started education and transitions to
foreign language . Since English is distributed
worldwide, education mostly aims to teach English but
also includes national languages and minority
languages. Through education languages are taught,
preserved, and improved. Schools should provide lots
of opportunities for multilingualism because of the
amount of hours and years children spend in school .
For minority language speakers or low status
languages, multilingual education that aims to
preserve and improve the first language along with
other languages is correlated with the best results not
only in the L1 but also in the L2 and other curriculum
areas. Meta-analysis of longitudinal findings on
minority children in the United States published by
Genesee and Riches (2006) indicates that students
receiving some primary-grade L1 reading instruction
are at least at the same level quality and even higher
success rates in L2 reading in some cases than learners
with similar linguistic and cultural backgrounds who
did receive only initial English literacy and instruction.
Mohanty (2006 ) points out that psychological and
educational social aspects exist benefits if the first
language and other languages in India are preserved.
In addition to this, UNESCO promoted multilingual
education for these reasons:
-
It sets stable base for learning
-
It
improves
learning
outcomes
while
encouraging dialog and interaction with
improved contact and cooperation between
learners and teachers comprehension
-
By stressing comprehension and imagination
rather than repetitive memorization, it
increases the standard of education
Stages of an MLE Program
A broad understanding of the MLE programs
(UNESCO, 2003, 2005 ) indicates that teaching should
take place in the following stages:
-
Phase I-The learning takes place entirely in the
home language of the child
Volume 03 Issue 11-2023
34
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
11
P
AGES
:
32-37
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
-
Phase II-developing mother-tongue fluency.
Oral introduction L2.
-
Phase III-oral fluid buildup in L2. Literacy
introduction on L2.
-
Phase IV-lifelong learning using both L1 and L2.
In case of Uzbekistan Russian
–
Uzbek or English
–
Uzbek classes could be implemented from nursery
schooling. However, a big issue would be a great
obstacle on this way. Firstly, educators and teachers
must be educated in a multilingual/ multicultural
environment. Consequently, there is lack of
multilingual teachers. This leads to the second issue
that teachers should be given appropriate training to
enable them to teach in the mother tongue of learners
(L1) and in the second language (L2). These changes
should be made step by step as it takes long time and
foundation. As some researches show that the one of
the proper way of implementing multilingual
education is Content Based Approach or Content
Based Instruction. A strategy aimed at ensuring the 1 +
2 formula (i.e. knowledge of two additional languages
in addition to the first language) involves the
combination of early exposure to the first additional
language, both through conventional formal training
and additional hours of integrated language and
content ( Perez-Vidal,2009 ). Today, academic
institutions can enhance communication skills in
several languages by three obvious means: firstly,
through CLIL and ICLHE ; secondly, through the
organization of group exchanges; thirdly, through the
use of the Internet to link local learners to learners
from various countries ( Prieto
–
Arranz, et al. 2013 ).
Consequently, in case of Uzbekistan, firstly
implementing Content Based Instructions in teaching
languages is considered a proper first step to creating
multilingual environment and personality.
Content Based Approach or Content Based Instruction:
Content-based teaching has become increasingly
common in recent years as a way of learning linguistic
skills. Lyster (2011 ) defines the word CBLT as "an
educational approach in which non-linguistic material,
including topics such as social studies or mathematics,
is taught to students through the use of a language
that is not their first language, so that when they are
already learning curriculum content, they also learn a
foreign languages". Lyster ( 2011 ) continues, Although
the use of a second language to teach content is no
stranger to the educational landscape, content-based
language teaching (CBLT), which combines language
teaching and subject learning, stands out as a highly
effective and efficient way to funnel resources towards
language acquisition without placing further pressure
on an already heavy school curriculum. It has strong
ties to project work, task-based learning and a
comprehensive approach to language instruction and
has become increasingly popular within the secondary
education field of state schools. Students are focused
on learning about something during the lecture. From
Volume 03 Issue 11-2023
35
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
11
P
AGES
:
32-37
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
a serious science subject to their favorite pop star, or
even a topical news story or movie, this could be
anything that interests them. Using the language they
are learning to learn, rather than their native language,
they learn about this subject as a method to gain
awareness and thus improve their language skills in the
target language. It is considered to be a more normal
way of learning language capacity and one that more
closely relates to how we learn our first language
originally.
What does a lesson on content-based instruction look
like?
Stoller (2002) lists eight practices that allow for natural
content integration:
-
Extended input, practical output, and language
and content understand feedback.
-
Gathering, processing and reporting of
information Integrated skills (use of reading ,
writing , speaking, and listening in natural
classroom activities)
-
Task-based activities and project work,
enhanced by the principles of cooperative
learning, Strategy training (to produce
strategic learners more metacognitively).
-
Strategy planning (to develop strategic
learners with greater metacognitivity)
-
Visual help (i.e. photos, maps, language ladders
etc.)
-
Guidance on contextualized grammar
-
Culmination of synthesis activities (written and
oral knowledge shown)
The creation of a CBI lesson can be approached in many
ways. This is one way to go:
Preparing
-
For classes, select a subject of interest.
-
Find three or four appropriate sources
addressing different aspects of the topic.
These may be web pages, reference books,
lecture audio or video, or even actual people.
While having the lesson
-
Divide the class into small groups and assign a
small research task to each group, and use a
source of knowledge to help them accomplish
the assignment.
-
And after they do their work they form new
groups with students that use other sources of
information and exchange and compare their
information.
-
There will then be some output as the end
result of this knowledge exchange which may
take the form of a community report or some
kind of presentation.
F.ex, instead of teaching that bun is bulochka in
Russian or bread is xleb, in content based approach it
woul
d be “ Russian cuisine” and all of the vocabulary
Volume 03 Issue 11-2023
36
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
11
P
AGES
:
32-37
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
related this topic. Giving the grammar topic would be
contextualized as well, like
What food would you rather eat in Russian cuisine
I would rather have ……
I would rather not have….. ( Just tell that it’s synonym
of prefer )
By these questions and answers students can easily
understand and use the structure Would Rather
without any grammatical explanation. As well as use
different vocabulary from the lesson.
Some issues which can be found in CBI:
-
In monolingual classes in particular, overuse of
the native language of the students during
parts of the lesson can be an issue. Because the
lesson isn't explicitly focused on language
practice students find using their mother
tongue much easier and faster. Seek to share
with students the reasoning and clarify the
benefits of using the target language rather
than their mother tongue.
-
It can be difficult to find sources of information
and texts that can be understood at lower
levels. Even the exchange of information in the
target language may cause significant
difficulties. One way around this at lower levels
is either to use texts in the students ' native
language and then get them to use the target
language for exchanging information and end
product, or to use texts in the target language
CONCLUSION
In this article we have highlighted that multilingual
language skills enables people to communicate and
work adequately in different circumstances, especially
in academic achievements and social purposes. We
have noticed the contribution of Content Based
Approach of teaching foreign languages to the
promotion of multilingualism. It seems to be
motivating for both teachers and learners. While for
the teacher and the students CBI can be both stressful
and hard, it can also be very energizing and gratifying.
The degree to which you adopt this approach may well
depend on your students' desire, the institution you
work in and the available resources within your
environment. Try to get the students in there. Get
them to help you decide which topics and topics the
lessons are based around and find out how they feel
compared to your usual lessons. They'll be the test of
your performance in the end. The existence of some
treads in the process of implementation of these
learning methods are true, however languages for
everyone and national competitiveness for everyone.
REFERENCES
1.
Baker, C. (2007). Becoming bilingual through
bilingual education. In P. Auer & L. Wei
(Eds.),Handbook
of multilingualism and
Volume 03 Issue 11-2023
37
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
11
P
AGES
:
32-37
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
multilingual communication (pp. 131
–
52).
Berlin, Germany:De Gruyter.
2.
Genesee, F., & Riches, C. (2006). Literacy:
Instructional issues. In F. Genesee, K. Lindholm-
Leary,W. M. Saunders, & D. Christian (Eds.),
Educating English language learners: A
synthesis of research evidence (pp. 109
–
75).
New York, NY: Cambridge University Press.
3.
Lyster, 2011, as sited in Teacher’s handbook,
Judith L. Shrum Eileen W. Glisan Virginia
Polytechnic Institute and State University
(Emerita)
4.
Mohanty, A. K. (2006). Multilingualism of the
unequals and predicaments of education in
India:Mother tongue or other tongue. In O.
García, T. Skutnabb-Kangas, & M. E. Guzmán
(Eds.),Imagining multilingual schools (pp. 262
–
83). Clevedon, England: Multillingual Matters.
5.
Perez
–
Vidal , “ The integration of content and
language in the classroom: A European
approach to Education “, Madrid, 2019.
6.
Prieto
–
Arranz , Juan Garau, Jacob K, “ Re
-
imagining cultural identity: transcultural and
translingual communication in virtual third
space environments”, 2013
7.
UNESCO Position paper “Education in a
Multilingual World”, 2003; and from main
findings of the email consultation on Early
Childhood Care and Education and mother
tongue instruction in a bilingual/multilingual
education approach, 2012
