POSSIBLE PLANNING TECHNIQUE IN CONTENT BASED INSTRUCTION

Within the European Union studying languages is indispensable especially considering the European accession. Therefore, the existing teaching technologies of foreign languages should target vital skills. In my paper, I find answers to several important educational questions regarding language teaching. What possible benefits and drawbacks can be derived from teaching a compulsory subject in a foreign language? How can we preserve the effectiveness of our educational goals? What sort of cognitive fields can be improved with the method of Content Based Instruction (CBI)? What advantages and disadvantages do bilingual students have during their bilingual studies? How can successful CBI be tested in sciences? I introduce CBI first in general as one of the possible ways of teaching a second language. Secondly, I examine the importance of selection procedures for studying different subjects in a foreign language. Finally, I prove that the double imprinting of the given information means that the knowledge can be used easier in practice than studying this teaching matter in one’s mother tongue only. As a teacher of science, I have a chance to work in a bilingual programme so I have developed a planning technique for teaching science in English. The formation of the given notion in the students’ minds depends upon comprehensible vocabulary and many-sided explication and interpretations. By using these techniques in a daily routine, we can reach the double imprinting – memorising and understanding notions in English and in the given mother-tongue as well – as the technical terms appear in two forms in the learners’ lexicon. In this special Content Based Instruction (CBI) starts with the grouping and analysing of technical terms, words essentially needed for successful comprehension and cognitive development. Practically, one should create a chart of these new words and expressions that contains all these terms classified into three levels of acquaintance. The first level contains the terms which are brand new nouns and therefore must be interpreted and clearly explained within the chapter. These terms should be formulated as concisely as possible with the knowledge of previously acquired lexicon in sight. The second level involves technical terms already studied in the mother tongue in previous monolingual classes. The final group comprises those terms which are known in both the mother tongue and English. These words/expressions have a key importance in teaching progress and help students understand the logical links between the scientific facts. In the closing section of my paper, as a teacher of biology, I compared the effectiveness within the given chapter between the bilingual and monolingual classes as well.