Sophia University Junior College Division Faculty Journal 34(2014)
Melvin Andrade, pp.1-17

Research Notes on Materials Development forContent-based Language Learning
Melvin Andrade
Introduction
During a recent six-month sabbatical, the author was engaged in four research
projects. One project was to collect information on international perspectives on
faculty development. That research included attendance at the annual conference of
the International Society for the Scholarship of Teaching and Learning (ISSoTL).
The conference stressed the importance of student engagement through active
learning, real-world projects, and critical thinking. The second research project
involved collecting information on materials development for first-year academic
success courses (study skills). That research included attendance at the annual
conference on The First-Year Experience and Students in Transition sponsored by
the National Resource Center at the University of South Carolina. The third
research project involved joint research with a colleague at a national university.
That project involved collecting and analyzing data on the effects of short-term
study abroad on the English language ability of Japanese university students. The
fourth research project involved preparing a bibliography and collecting
information on materials development for content-based language teaching,especially regarding the Japanese context. Below are some research notes concerning this fourth research project, which is ongoing. Specifically, this paper offers
an example of what a proposal for a content-based textbook might include, what
advice an author might provide to instructors who decide to use it, and a list ofreferences for further reading.

BackgroundContent-based language teaching (CBLT) is nothing new for junior colleges inJapan. For example, Hokusei Gakuen Women’s Junior College began doing it in
1994, Heian Jogakuin (St. Agnes’) Women’s Junior College in 2000, Morioka
1Sophia University Junior College Division Faculty Journal 34(2014)
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Women’s Junior College in 2001, and Aichi University Junior College in 2004 or
2005. Aoyama Gakuin Women’s Junior College has been doing it for many years as
well. In English departments at the university level, Nanzan University andAoyama Gakuin University began CBLT programs in the early 1990’s. Morerecently, Brooks and Sandkamp (2007) described their own CBLT curriculum
development project at Asia University. Many of this programs or courses include
or are based on global issues and societal problems as their organizing theme.
Others are disciplined-based programs that emphasize mastery of specific content
knowledge.
Overall, reports and research on CBLT in Japan suggest that that
content-based English programs work well with Japanese learners if certain
conditions are met. First, the students’ ability should not be too low. Students
struggling with basic vocabulary and grammar will likely have difficulty in acourse that stresses contents over language skills. Second, there should be several
different themes covered in one semester so students do not lose interest. Third,
there should be a balance of personal topics and public topics. Each topic area,
personal or public, has its own appeal for stimulating student engagement. Fourth,
if the aim of the program is to measurably improve language skills, these skills
should be clearly specified (task-based learning, can-do statements), or the students
should take required discrete-skills (writing, reading, listening, speaking) courses
concurrently or before taking content-based courses. Fifth, instructors need to use avariety of teaching techniques and adjust the pace and contents of the course to fit
their particular students. Finally, the materials need to be easy for both the teacher
and students to use.
A central concern in the development of a content-based language learning
course is the balance of content and language. Met (1999) describes CBLT as being
either “content-driven” or “language-driven” as seen in Figure 1. In practice,
however, CBLT lies on a continuum between these two extremes, as seen in Figure
2. One major difference between these two approaches is that students in contentdriven courses are evaluated on their mastery of content, not their language skills.
In contrast, students in language-driven courses are evaluated on their language
skills. Another major difference is that in discipline-based courses, the content
becomes increasingly more advanced as the learners progressive through thesyllabus. On the other hand, in language-based courses, the content itself does notneed to progress in difficulty over the duration of the course.
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Figure1. Content-driven Versus Language-driven CBLT (Met 1999)

Content-driven

Language-driven• Content is taught in L2.
• Content learning is priority.
• Language learning is secondary.
• Content objective determined bycourse goals or curriculum.
• Teachers must select language
objectives.
• Students evaluated on content
mastery.

• Content is used to learn L2.
• Language learning is priority.
• Content learning is incidental.
• Language objectives determined by
L2 course goals or curriculum.
• Students evaluated on content to be
integrated.
• Students evaluated on language skills(proficiency).

Figure 2: A Continuum of Content and Language Integration

Content-driven

Language-driven

Taught by content instructors
Total
immersion.

Partialimmersion

Teamteaching

Sheltered Adjunctcoursesmodel(modified (language
language tutoring,and otheretc.)
support)Note: Adapted from Met (1999)

3

Taught by language instructors
Theme-based
courses

Languageclasses withfrequent useof content
for language
practiceSophia University Junior College Division Faculty Journal 34(2014)
Melvin Andrade, pp.1-17

Example of a Proposal for a Theme-based CBLT Textbook
Below are a few components of a sample proposal that a textbook writer could
consider submitting to a publisher interested in producing a CBLT textbook(adapted from Andrade & Andrade, 2009).
Aim of the book. This textbook is intended for intermediate learners of English
in Japanese universities. It is particularly suited for non-English majors who are
studying English as one of their general education courses. Accordingly, it aims toprovide interesting, content-based practice that will appeal to a variety of students.
The book offers practice in theme-based general English in the four basic skills oflistening, speaking, reading, and writing with an emphasis on content. In addition,
it includes practice quizzes in a TOEIC-style format that will be useful to many
students. The units are designed to be easy to use for both teacher and students.
Themes and units: Current, meaningful, and useful. There will be 20 units
divided into five themes covering topics of global and personal interest. Eachtheme will consist of four units. Several of the units will include information thatcompares and contrasts Japan with other regions of the world. The following
themes will be covered: “Cyber World and Technology,” “Globalization: Our
Changing World,” “Society: Changing for Better or Worse?” “Environment: What
We Need to Do,” and “Helping Ourselves and Helping Others.” (See Figure 3
below for the topics covered.)
Unit format: Consistency and variety. Each unit will be content-based. That is,
the focus will be on acquiring and using meaningful information. Units include
photographs, graphics, passages for reading and listening, and exercises of various
types that students are familiar with such as true-false questions, matching
exercises, comprehension questions, multiple-choice questions, fill-in-the-blanksentences, and dictations. In addition, other exercises will encourage students toexpress themselves orally and in writing. The type and arrangement of contents andexercises vary from unit to unit so that each unit has something new. Vocabulary
notes for uncommon words will be included either within each unit or in theglossary at the back of the textbook.
Quizzes: TOEIC-style listening and reading. There will be a two-page TOEICstyle quiz following the completion of each theme. Three of the quizzes will belistening quizzes, and three will be reading quizzes. The quizzes will follow thestandard TOEIC format. listening quizzes will consist of the following sections:4Sophia University Junior College Division Faculty Journal 34(2014)
Melvin Andrade, pp.1-17(1) Photographs, (2) Question-Response, (3) Short-talk, and (4) Short-Conversation.
The reading quizzes will consist of two sections: (1) grammar-vocabulary and(2) reading comprehension. These quizzes will recycle and reinforce the vocabularytaught in the previous units.
Supporting resources for teacher and students. The teacher’s manual will
include the following: (1) translations of all the reading and listening passages, (2)vocabulary and culture notes, (3) scripts for the listening passages, (4) advice onteaching each unit, (5) answers to all the exercises, (6) ideas for additional drills,and (7) suggestions for using videos (online, DVD) and websites for further
practice. A CD-ROM containing the listening passages will be included with each
student’s book. There will also be a companion website (PC and mobile) withadditional listening practice, exercises, and quizzes.
Summary of the key features. (1) High interest, current topics. (2) Thematicarrangement of topics. (3) Balance of public and personal issues. (3) Appealing
photographs and graphics. (3) Abundant exercises. (4) Easy-to-use, familiar
exercises. (5) TOEIC-style quizzes. (6) Audio CD (7) Companion website.
(7) Bilingual teacher’s manual.

Example of Information to Include in a Teacher’s Manual
An important function of the Teacher’s Manual is to clearly explain therationale, for and layout of the material, in addition to provides suggestion on how
to teach the lessons. An example adapted from material prepared for Life in Our
Global Village (Andrade and Andrade, 2009) is below.
Overview and aim of the lessons. The lessons aim to provide interesting,content-based practice on the general theme of global change and our place in the“global village.” Each lesson offers intermediate-level practice in listening,speaking, reading, and writing with an emphasis on understanding content and thenexpressing one’s opinion about it. The textbook consists of 20 units, which are
divided into five themes covering topics of public and personal interest. There issome deliberate overlapping of content and vocabulary among units based on thesame theme. This overlapping is intended to promote comprehension and fluency.
In addition to having improved their English language skills, students who havesuccessfully completed this textbook will have a deeper understanding of how theworld is changing and what they can do to make it better.
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Comprehension

Fill in the Blanks

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2. Online Social Networks

ill

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3. Cyber Tips & Trouble

ill

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4. Vending Machines

ill

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5. Indian IT Workers

pho

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6. Global Economy

ill

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7. Fair Trade

pho

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8. Genetic Modified Foods

ill

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9: Food Miles

fig

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10. Population Trends

fig

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11. Richer or Poorer?

ill

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12. UN Develop. Goals

pho

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13. Global Warming

fig○

14: The Water Crisis

ill

15. Green Belt Movement

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Other

True or False○

What Do You Think?

Listen & Read○

Make a Sentence

Vocabulary

fig

Dictation

Warm-Up

1. Cell Phones

Fill in the Table

Unit

Image

Figure 3. Types of Exercises in Each Unit
(Adapted from Andrade & Andrade, 2009)

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ill

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16. The New JICA

fig

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17. Good Night’s Rest

tab

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18. Safe Driving

ill

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19. Keys to Happiness

fig

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20. Service Learning

pho

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Key: ill = illustration, fig = graph, pho = photograph, tab = table

Format of the lessons. The core of each unit is the “Listen & Read” section,
which presents the contents of the unit in detail. This section is preceded bywarm-up and vocabulary building activities, and is followed by exercises to checkcomprehension. Further exercises, many of which combine listening and reading,
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Sophia University Junior College Division Faculty Journal 34(2014)
Melvin Andrade, pp.1-17

expand the contents introduced in the core section and give students practice inadditional language skills as well. The unit wraps up with a “What do you think?”
or alternative activity that allows students to express themselves more freely. For
details on which exercises appear in which unit, see Figure 3.
Evaluation of learning outcomes. The contents and method of evaluation willvary depending on which skills the teacher would like to emphasize, the size of theclass, and other aspects of the teaching situation. If the class is very large, theteacher may not be able to check homework weekly and so may have to rely on
midterm and final exams. Some common ways of evaluating student performanceare listed below:
1. Did the student complete all the homework assignments on time?
2. How many points correct did the student get on the objective textbook
exercises?
3. Did the student participate actively in the classroom activities (e.g., pairwork and small group work)?
4. How well did the student answer the teacher’s questions about the text?
5. How well did the student complete the “What Do You Think?” oralternative assignments?
6. Did the student take good notes for the “Listen and Take Notes” activity?
7. How well did the student write a summary or opinion of the unit?
8. How well did the student give an oral summary or opinion of the unit?
9. How well did the student do on short quizzes (for example, vocabulary,dictation, comprehension questions, writing a short summary or opinion inclass)?
10. How well did the student do on the midterm and final examinations?
Model lesson plan. Below are some suggestions for teaching each of thesections of each unit. Teachers, of course, should use their own judgment andcreativity to adapt the units to fit their teaching situation.
1. Title and subtitle:
Read aloud or ask students to read aloud the title and subtitles. Ask what that
title means and try to elicit any background knowledge the students may haveon the topic.
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2. Image (photograph, illustration, graph):
Every unit begins with a photograph, illustration, or graph related to the topic of
the lesson. Depending on the ability level of the class, the teacher can ask
students to describe or interpret the image or use the image to elicit vocabulary
related to the topic. Graphs are more complex than the photos and illustrations,so may take more time to interpret. The teacher can ask his/her own questions
about the graph, varying the level of difficulty to suit their ability level. In someunits, a question in the Warm-Up section is related to contents of the graph. As
an optional activity for higher ability classes, students may be asked to write ashort paragraph explaining what a graph means after completing the unit.
3. Warm-Up:
These questions can be used to stimulate interest in the topic and elicit thestudents’ background knowledge. Not all the questions need to be done.
Teachers can add their own questions as well.
4. Vocabulary:This exercise can be done at home before class and the answers checked in class.
Optional Activity 1: After checking the answers, students can work with apartner. One partner reads aloud a definition while the other partner covers thedefinition in his/her book and tries to recall the correct word. After doing about
five words or more, they exchange roles. Optional Activity 2: Ask students totell you synonyms or antonyms for the words in the list.
5. Listen and Read:
The reading passages can be assigned either as a homework assignment before
class or else introduced in class and read again closely as homework. A model
procedure for teaching the passage is below, which can be modified to suit theteaching situation.
(1) Preview activity: To get an impression of the contents, first read the subtitles
that introduce each paragraph and look at the image or sidebar (informationbox) that appears with the reading. The subtitles set a purpose for reading.

8

Sophia University Junior College Division Faculty Journal 34(2014)
Melvin Andrade, pp.1-17(2) First listening: With books closed, students listen to the CD to get an overall
impression. This activity may be repeated with books open. The teacher canwrite a few simple questions on the blackboard to make this step a listening
comprehension activity. The subtitles that introduce each paragraph can often be
used for this purpose as well.
(3) Read aloud: Working with a partner or in small groups of three or four
students, students read aloud the passage. Each student reads one sentence inturn. Emphasize that students should sit up straight, hold their book in theirhands, and speak clearly with good pronunciation and good intonation. If they
do not understand a word or sentence, they can ask each other for help or ask
the teacher.
(4) Close reading: For lower ability classes, most readings are short enough sothat they can be studied line-by-line if necessary within a typical 90-minuteclass period. The teacher can call on a student to read aloud one or two
sentences, and then ask the student a question to confirm his/her comprehension.
If necessary, the teacher can provide an explanation or paraphrase to help thestudent understand the meaning. To keep everyone involved, from time to time
have the whole class repeat aloud key vocabulary items for pronunciation
practice. Higher ability classes may not need to do a line-by-line close readingwith the teacher. Instead, the teacher can ask his/her own comprehension
questions or ask the students to re-tell the contents of the reading using theirown words. Alternatively, students can work with a partner or in small groups,
make their own comprehension questions, and quiz each other.
Note that most passages are in standard paragraph form beginning with a
topic sentence (main idea) followed by supporting statements. Also, note the useof transition expressions such as “however” and “in addition” that help clarify
the relationship between sentences. Students can use these paragraphs as models
for their own writing. The structure of the paragraphs and longer readings canbe made clear by using a graphic organizer such as the one below (Figure 4) andby asking questions such as “What is the main idea? How many supporting
ideas are there? What are they?”

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Melvin Andrade, pp.1-17

Figure 4. Model of a simple paragraph structure

1st supporting idea

Main idea

2nd supporting idea

3rd supporting idea

Detail or example

Detail or example

Detail or example(5) Second Listening: With books closed, students listen to the CD again. For
additional practice, students can repeat along with CD with their books either
open or closed.
6. True or False and Comprehension Questions:
These questions focus mainly on reading for main ideas, reading for detail, andmaking inferences. They can be done as homework or in class. Call on students
one by one to check their answers.
7. Fill in the Blanks and Fill in the Table:
Most units have some type of fill-in-the-blank exercise, which may be in theform of a paragraph, conversation, or table. The aim of these exercises varies.
An exercise may focus on verb forms, noun forms, prepositions, articles,
vocabulary items, or deducing words based on context. These exercises can bedone at home before class. In class, students can work together in small groups,
read aloud the sentences, and compare their answers with their partners.
Afterward, the teacher can play call on students one by one to check theiranswers or play the CD and have them listen for the answers. To save time, thisactivity can be done with the whole class rather than in small groups.
8. Student-made Comprehension Questions:
After completing a Fill-in-the- Blanks exercise, the teacher can give thestudents a few minutes to write their own comprehension questions and then let
10Sophia University Junior College Division Faculty Journal 34(2014)
Melvin Andrade, pp.1-17

them quiz each other. The teacher can introduce this activity by saying
something like this: “Imagine that you are the teacher. What questions would
you ask about this passage?” Write down several true-false or comprehension
questions using who, what, when, where, why, or how. You have ( 5 ) minutes
to prepare.”
9. Dictation:
A few units have dictation exercises that direct the students to fill in one word
or a short phrase. The sentences are thematically related and form a complete
paragraph. As above in the fill-in-the-blank exercises, the aim of the dictations
varies. After completing this exercise, the teacher can give the students a few
minutes to write their own comprehension questions as described in item 7
above.
10. Make a Sentence:
About half of the units have a “Make a Sentence” exercise in which students
rearrange words and phrases to complete a sentence. The sentences arethematically related to each other and often form a complete paragraph. Call on
students one by one to check their answers. These exercises can be done athome before class.
11. What Do You Think? and Listen & Take Notes (optional activities):
The questions in this section are examples of a follow-up writing task that canbe assigned for homework and then presented at the beginning of the next class.
Student can write their answers on a separate piece of paper. For presentations,divide the class into pairs or small groups. Students read aloud their answers
while the other members of the group take notes. After taking notes, thestudents confirm what they wrote by asking, “You said (). Is that right?”
Note-taking can be done on a piece of paper or in a notebook.
12. Alternative activities: Summary, opinion, and discussion:
Instead of answering the “What Do You Think?” questions, students can write asummary and their opinion of the topics covered in the unit. With a partner or insmall groups, they read their summaries and opinions, and then discuss the topic
freely among themselves or with the teacher. To write a summary, students can
11Sophia University Junior College Division Faculty Journal 34(2014)
Melvin Andrade, pp.1-17

follow a format such as the one below:“This unit is about ( the good and bad points of using cell phones ). There are( 3 ) main ideas. First, （ ). ( ). Second, ( ). (). Finally, ().
( ).The conclusion is ().”

To write an opinion, students can follow a format such as the one below:“As for my opinion on (cell phones), there are (two) points I would like to
make. My first point is (). (). My second point is (). ().
In conclusion, I think ().”
As for the contents of the opinion, students can write freely, or they can use
questions such as the ones below to guide their writing.
(1) What did you find interesting, surprising, shocking, or strange about this
topic?
(2) How is this topic related to your life?
(3) How is this topic related to Japan?
(4) What is something new that you learned from this unit?
(5) Have you changed your ideas about anything because of what you read in
this unit?
(6) What more would you like to know about this topic?
(7) What do you agree or disagree with in this unit?
(8) What do you predict will happen in the future regarding this topic?
(9) What solutions do you suggest for solving the problems mentioned in thisunit?
(10) If you were the author of this textbook, what would you have written about
this topic?

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Sophia University Junior College Division Faculty Journal 34(2014)
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SummaryThis paper has briefly described some of the issues involved in materials
development for content-based language learning, especially as they relate toteaching in Japanese colleges and universities. It offers an example of what a
proposal for a content-based textbook might include and what advice an author
might provide to the instructor who decides to use such a book. In addition, thispaper includes an extensive list of references on content-based teaching andlearning in Japan that will be useful to other researchers, material writers, andinstructors who are interested in this topic.

References and Further Reading
Allison, James, Bokhari, Afshan, Browning, Carol, Gettings, Robert, &Iwasaki-Goodman, Masami. (1995). An exercise in content-based courses at
Hokusei Junior College. Journal of Hokusei Gakuen Women's Junior College,
31, 95-118. Retrieved November 24, 2007, from the Ci-Nii database:
http://ci.nii.ac.jp/naid/110004466483/.
Amelsvroot, Marcel Van. (2004). Building a content-based college course. 27,
1-13. Bulletin of the College of Foreign StudiesYokohama. (Kanagawa
Prefectural College of Foreign Studies). Retrieved November 23, 2007, fromhttp://ci.nii.ac.jp/naid/110004689080/en/.
Andrade, Melvin, & Andrade, Hisami. (2009). “To the Teacher.” Unpublishedmanuscript to accompany Life in Our Global Village [Sogo eigo: chikyuu
mura ni tsuite kangaeru]. Tokyo: Sanshusha.
August, Gail. (2004). Literature facilitates content-based instruction. Academic
Exchange Quarterly, 8(2). Retrieved November 23, 2007, fromhttp://www.rapidintellect.com/AEQweb/nov2707.htm.
Bacha, Joel E. (2006). Generating positive and lasting change through language
learning: ESD in second language education. Paper presented at The 10th
APEID International Conference Learning Together for Tomorrow: Educationfor Sustainable Development, 6-8 December 2006, Bangkok (Thailand).
http://www.unescobkk.org/fileadmin/user_upload/apeid/Conference/papers/ba
cha_7D_01.doc.

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Melvin Andrade, pp.1-17

Bayne, Kristofer, Usui, Yoshiko, & Watanabe, Atsuko. (2002). “World Englishes”:
A multimedia, content-based course. JACET 全国大会要綱 41, 250-251.
(The Japan Association of Collage English Teachers (JACET) September 5,
2002.
Bayne, Kristofer, Usui, Yoshiko, & Watanabe, Atsuko. World Englishes andself-images of Japanese: A summary. Proceedings and Supplement for the 1stPeace as a Global Language Conference, September 28-29, 2002 Tokyo,
Japan. Retrieved November 23, 2007, fromhttp://www.jalt.org/pansig/PGL1/HTML/BayneEtAl1.htm.
Balint, Martin. (2004). Content-based instruction in an EAP program: Developing
knowledge of principles and policies of ecotourism. Journal of Policy Studies(Kwansei Gakuin University), 17, 1-8. Retrieved November 23, 2007, fromthe Ci-Nii database: http://ci.nii.ac.jp/naid/110002963277/en/
Bebenroth, Ralf, & Redfield, Michael Rube. (2004). Do OUE students wantcontent-based instruction? An experimental study. Osaka Keidai Ronshu, 55(4), 91-96. Retrieved November 23, 2007, fromhttp://www.bebenroth.eu/Downloads/CententBasedInstrucRube55.04DaiKeiD
ai.pdf.
Boyer, Cheri. (2007). Facilitating integrated-skills projects and assessment. HEISNews (ESL in Higher Education Interest Section, TESOL), 26(2). Retrieved
December 5, 2007, fromhttp://www.tesol.org//s_tesol/sec_issue.asp?nid=2746&iid=9183&sid=1#91
Boyle, Roisin. (2006). Global issues as a content-based approach to advanced
English Lingua, 17, 37-62. (Sophia University Center for the Teaching of
Foreign Languages in General Education).
Broadaway, Rick. (2006). How I Used Cmap Tools to Organize a Student-centered,Content-based EFL Course. Kanazawa Gakuin Daigaku Kiyou (Bungaku
Bijutsu Hen), 4, 9-17.
Brooks, Mikio, & Sandkamp, Joseph. (2007). The Essentials of Designing andCreating Content-Based Curriculum: Recommendations for Future CELE
Curriculum Development. CELE Journal (Center for English Language
Education, Asia University), 15, 39-46.
http://www.i-repository.net/infolib/meta_pub/G00000031kiyo_911300175
Brown, Clara Lee. (2004, February). Content-based ESL curriculum and academic
language proficiency. The Internet TESL Journal, 10(2), n.p.
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http://iteslj.org/Techniques/Brown-CBEC.html.
CARLA (2006). Annotated bibliographies: Content-based instruction. (2006).
Center for Advanced Research on Language Acquisition (Content-Based
Language Teachingwith Technology). University of Minnesota. Retrieved
November 23, 2007, from http://www.carla.umn.edu/cobaltt/bibs/index.html.
CARLA-CoBaLTT. (2006). Content-based second language instruction: What is
it? Center for Advanced Research on Language Acquisition (Content-Based
Language Teaching with Technology). University of Minnesota. Retrieved
November 23, 2007, from http://www.carla.umn.edu/cobaltt/index.html.
Cotton, Randall (2003). Using movies in a content-based communication course:
rationalizations and implementations. Gifu City Women’s College, 53, 41-46.
Retrieved November 23, 2007, from the Ci-Nii database:
http://ci.nii.ac.jp/naid/110004470875/.
Crandall, Joann. 1994. Content-centered language learning. CAL Digest. Center for
Applied Linguistics. Retrieved November 23, 2007, fromhttp://www.cal.org/resources/digest/cranda01.html
Crawford, M. (2001). Making language meaningful: A content-based approach forteaching General English courses. Journal of Hokkaido University of
Education (Humanities and Social Science), 52(1), 53-63. Retrieved
November 23, 2007, from http://www.eltworkshop.org/making.pdf
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