Content-Based Instruction in K–12 Contexts: English Language Learners in Canada

Abstract

Content-based instruction (CBI) has been shown to be effective in supporting K–12 student success with both content and language learning objectives, but within the umbrella term of CBI exists a range of practices that affect student achievement. This article explores various CBI models—their origins, pedagogical priorities, and methodologies—concentrating on the historical underpinnings of content-language integrated approaches with specific focus in the context of Canada and British Columbia to highlight the role and influence of CBI instructional approaches in these regions within the context of language education. We draw on both foundational research in this area, including CBI’s Canadian heritage, as well as more contemporary studies that address CBI and related approaches. The article concludes by presenting promising avenues of implementation for effective CBI programs in K–12 contexts, including the involvement of students’ families (where present), professional development in areas such as CBI methodology and culturally-responsive pedagogy, increased attention and support for teacher collaboration, and, importantly, expanded pre-service teacher education opportunities for teacher candidates to effectively support their culturally and linguistically diverse students in mainstream classrooms.