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l of bilingual education, so it isnecessary to introduce the current bilingual education at home and abroad before wehave a further look at CBI. Bilingual education and instruction are and will continue to be in the spotlight inmany schools in various countries. Since there are some differences between thesetwo concepts from the categorical perspective, the term “bilingual instruction” is usedto distinguish between “education” and “instruction”. Bilingual education is at theholistic level of the education system, and it is inclined to be a social phenomenonrelating to general moral, intellectual and physical development, in which thegovernment or ministry of education implements bilingual teaching methods and hasbilingualism as a goal of education, while bilingual instruction is more likely to referto a specific teaching method or approach confined in the classroom, using both twolanguages as mediums of instruction. In this sense, bilingual instruction is only anecessary component of bilingual education. However, they are identical in nature.
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2.2 Content Based Instruction
Content based instruction is a kind of instructional model in which non-linguisticcontent including subject matter such as social studies or mathematics is taught tostudents through the medium of a language that is not their first, so that while they arelearning curricular content they are also learning an additional language. That is to say,it is a course which puts main emphasis on learning something in a subject area ratherthan learning about a second language. In this sense, the teaching philosophy islargely in accordance with immersion model of bilingual education addressed in theprevious discussion. Content-based language instruction is not really new to English languageteaching. For the last twenty-five years, it has been widely used in a variety oflanguage learning contexts, and in the past ten years, its popularity and wideracceptability have increased dramatically. To trace its source, the concept of contentbased instruction starts from ‘the immersion program” proposed by St. Lambert inCanada. In Montreal, 1965, a group of English-speaking parents urged the schooladministrators to set up experimental kindergartens which taught French as a secondlanguage, since it was the second official language essential for their study and life inthat region. In such a program, teachers taught the children mathematics, science andother subjects through the target language to improve the children’s communicativeability of target language.
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3. Research Methodology .....23
3.1 Research Questions ........23
3.2 Research Design.......23
3.3 Research Subjects.....24
3.4 Instruments .........25
3.4.1 English Proficiency Test.........26
3.4.2 Vocabulary Test....26
3.4.3 Writing Test....27
3.4.4 Content Based Instruction Questionnaire .......28
4. Data Analysis ........30
4.1 Data from Proficiency, Vocabulary and Writing Tests........30
4.1.1 Descriptive Statistics of English Proficiency Test .....30
4.1.2 Data from Vocabulary Test ....32
4.1.3 Data from Writing Test.....36
4.2 Results and Findings of Questionnaire.........42
5. Conclusions and Implications .......54
5.1 Major Findings .........54
5.2 The Implications for Applying Content Based Instruction ........56
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