Content-based Instruction in the Teaching of English as a Foreign Language

Tsiplakides Iakovos, Fragoulis Iosif, Keramida Areti


Content-based instruction has gained widespread popularity in second and foreign language teaching. However, despite its reported benefits, many English teachers do not fully exploit its content and language learning benefits. In addition, there are relatively few studies which provide a theoretical foundation for content-based instruction and offer practical suggestions for its integration in EFL settings.
This article aims to link theory to practice, and to help English teachers maximize the full potential of content-based instruction and project work. To accomplish this goal, we first present a short literature review on project-based instruction, followed by a summary of its benefits and the beneficial outcomes of using the World Wide Web to implement it. We then propose an eight-step process for the sequencing of project work. We finally showcase a real-world project designed for intermediate EFL students. The design and the activities suggested could easily be transferable to other settings.

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Review of European Studies   ISSN 1918-7173 (Print)   ISSN 1918-7181 (Online)

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