Content-Based Instruction Can Make ESL Teaching More Efficient In Korea - Essay Example

 No meaningful results can be expected from this instructional method if the music students do not get their hands on the musical instrument of their choice and actually play it on a regular basis until they do it right. In the same manner, ESL students are likely to acquire English with difficulty if the lessons are overly focused on grammar skills development at the expense of content. For music study to be worthwhile, therefore, students must study sheet music and at the same time actually play the instrument that interests them. For ESL students, the musical keys and notes are the language while the actual playing of the musical instrument is the content. Language and content must go together for a more efficient ESL teaching, especially in countries being swept by globalization like Korea where interest in English is growing but where the first or native language has an alphabet with wide phonetic distance and the popular ESL teaching method is characterized by rote memorization.

This sums up the whole content of the paper, which argues that content-based instruction (CBI) can push ESL instruction in Korea to a higher level. It says that by shifting its language-centred practice of ESL instruction with one that integrates language and content, Korea will keep in step with the modern trend in this field and make ESL study in the country more efficient. The paper cites theories and evidence to support the view that the CBI method in ESL classes help students accelerate the development of English skills, make them succeed in many academic subject areas, improve retention and graduation rates, and cultivate their sense of belonging and relationship with the school community. CBI is described as a learning process that emphasizes the virtue of working together academically and socially, thus promoting “cultural literacy” that leads to mastery of both the tool and subject matter of language study. Such a collaborative and interactive learning environment is more result-oriented because it breathes life into the language study text, which is otherwise isolated and detached from the real world without CBI.

The contents that are integrated into language study are subject matter and authentic text, and the subject matters range from literature, mathematics, journalism, sociology and political science to art history, filmmaking and many others. As for authentic text, this is discussed in the paper as any slice-of-life materials that students may relate to, such as news clippings and films. Two particular items of authentic text suggested for integration into ESL study in the Korean context are idioms and poetry, two subject matters that have a strong appeal to Koreans. Authentic text can come in written or oral form to serve as content or visual aid in language lessons that are derived from the real-life world. The type of topics ideal for the CBI teaching of English depends on the students’ needs and interests. In adopting CBI, the paper clarifies that 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. With this complementary learning that links social events, academic and personal counselling, acquisition of ESL proficiency becomes easier.