Ўзбекистон республикаси олий ва ўрта махсус таълимвазирлиги мирзо улуғбек номидаги

 
CONTENT – BASED LANGUAGE INSTRUCTION 
KSU teacher G. Kiyamova., KSU teacher Kh.Xujaniyazova 
 
Content is traditionally focused on cultural aspects of the target language, 
ranging from popular culture to art, literature, history and the like. What is new in 
content-based language instruction is that the content is now often drawn from 
academic subjects such as science, social studies and even mathematics. 
Instructional models for integrating content instruction with language learning 
have been developed both in ESL and foreign language education. 
Content-based language instruction has many advantages for students. In 
an ESL class, the introduction of subject matter content can help prepare students 
for the transition into the content classes taught in English. In a foreign language 
class, students can expand their language proficiency into content ares of 

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personal interest or knowledge. Foreign language immersion classrooms provide 
a unique example of totally content-based language instruction. 
Content-based language instruction is motivating for students when they 
have an intrinsic interest in the content topics studied. However, students also 
find that trying to learn content through a second language poses additional 
challenges because they must process both the new language and new 
information simultaneously. Learning strategies can help students meet these dual 
demands more successfully. 
The accumulated evidence supporting the use of learning strategies with 
both first language content subject tasks and in second language learning point to 
the importance of combining strategies instruction with second language content. 
As it is seen from chapter instructions can be carefully selected during the 
learning process and adequately used in different ways.
So teachers directions undoubtedlyresult in many unwanted important 
instruction is content-based language instruction which motivates for students 
when they have an intrinsic interest in the content topics studied. However, 
students also find that trying to learn content through a second language poses 
additional challenges because they must process both the new language and new 
information simultaneously. Learning strategies can help students meet these dual 
demands more successfully. 
The accumulated evidence supporting the use of learning strategies with 
both first language content subject tasks and in second language learning point to 
the importance of combining strategies instruction with second language content. 
Effective strategies teachers focus on students‘ learning processes, as well 
as on products and outcomes. In addition to emphasizing curriculum content, they 
must strongly emphasize the thinking that students use to make sense of that 
content. Thus teachers focus not only on technically ―correct‖ language use, but 
also on the message that students are trying to communicate and the reasoning 
behind their responses. This can be done by probing to find out how students 
arrive at their answers. During students‘ explanations, the teacher can point out 
when students use strategies, especially if they seem unaware that they are doing 
something strategic. Teachers can also help students avoid future mistakes by 
following up incorrect answers to find out where the student‘s logic went astray. 
Mistakes can thus serve as opportunities to remind students of effective strategies 
that might have helped them.