A Case Study on Content Based Instruction for Primary School Children

Main Article Content

Helda Alicia Hidalgo Dávila
Magda Lucy Caicedo Vela

Abstract

Teaching English at the primary school level is a challenge in countries such as Colombia where children study this language for only one hour a week in most institutions, and in the best of cases for 3 hours a week. Most of the public schools do not have enough and/or adequate English materials at their disposal for students to work with; therefore, the task of the English teacher is difficult. A case study with a group of children in public schools was developed at Universidad de Nariño (Pasto, Colombia) to test some materials developed by a group of professors who considered CBI (Content-Based Instruction) materials as an option to motivate children to learn English and as a tool for language acquisition through the subject matter contents.

Article Details

How to Cite
Hidalgo Dávila, H. A., & Caicedo Vela, M. L. (2011). A Case Study on Content Based Instruction for Primary School Children. HOW Journal, 18(1), 112-134. Retrieved from https://howjournalcolombia.org/index.php/how/article/view/55
Section
Research Reports
Author Biographies

Helda Alicia Hidalgo Dávila, Universidad de Nariño, Pasto

Helda Alicia Hidalgo Dávila holds an Ed. D. from RudeColombia and an MA in TESOL from the University of Northern Iowa. She is involved in research in the acquisition of languages and history of education. She is also an active member of the Accreditation Committee of the Department of Linguistics and Languages of the Universidad de Nariño, in Pasto, where she teaches research and language development courses.

Magda Lucy Caicedo Vela, Universidad de Nariño, Pasto

Magda Lucy Caicedo Vela holds an MA in TESOL from the University of Northern Iowa. She is currently coordinating the accreditation process of the licensure programs of the Department of Linguistics and Languages of the Universidad de Nariño, in Pasto, where she teaches language development courses. Her interests in research include language acquisition, particularly in the area of vocabulary, methodology and assessment.

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