(PDF) The Implementation of Content-Based Instruction in Teaching English for Hospitality at Poltekpar Makassar – ResearchGate

The Implementation of Content-Based Instruction in Teaching English for Hospitality at Poltekpar Makassar

Page | 238

Since the 1970s, various language programs have emerged, including cross-curricular languages, teaching for immigrants upon

arrival, and content and language integrated learning (CLIL). These programs underscore the importance of content in education

for Academic Purposes (LSP) and Language for Academic Purposes (LAP) (Richards & Rodgers, 2001, p. 205). The Sheltered

Instruction Observation Protocol (SIOP), developed by Echevarria, Vogt, and Short (cited in Echevarria, Short, and Powers, 2006),

effectively presents curriculum content concepts to English learners, emphasizing the significance of meaning and purpose in

foreign language teaching. The success of integration programs in Canada and the United States during the 1970s played a crucial

role in the development of CBI (Met, 1991), leading to an increasing number of universities worldwide offering full or partial

language instruction in English to engage researchers and practitioners in CBI related to English as a Foreign Language (EFL)

(Crandal & Kaufman, 2002).

Students enrolled in English-speaking universities in non-English-speaking countries require intensive training in English, as it

serves as the medium of instruction and is essential for academic practices in their future courses. Consequently, many colleges

around the globe are adopting content-based instruction (CBI) to prepare students for academic success in languages other than

their native tongue (Garner & Borg, 2005). This shift reflects the increasingly diverse educational landscape, from K-12 immersion

programs to EFL/ESL college settings, which has sparked debates regarding the range of languages and content taught. Over the

years, the diversification of language and content integration in programming has led to various approaches to CBI (Stoller, 2002).

The schematic model proposed by Brinton, Snow, and Wesche (1989) is considered a foundational model of CBI, alongside other

evolving forms (Brinton and Jensen, 2002). Recent CBI models at the university level, as outlined by Richards & Rodgers (2001),

include five distinct approaches: technical language instruction, sheltered content instruction, supplementary language instruction,

group instruction, and ability-based instruction.

In recent years, various studies have sought to clarify learner perceptions and assess the effectiveness of complementary Content-

Based Instruction (CBI) models in teaching essential reading and study skills, particularly for Asian immigrant students aiming for

academic success in college (Snow & Brinton, 1988). Kasper (1997) conducted a quantitative study that demonstrated the positive

impact of a content-based curriculum on student achievement in English as a Second Language (ESL). Other research has focused

on teachers’ perspectives regarding content areas. For instance, Canbay (2006) examined the academic English requirements for

English-taught courses at Karadeniz University of Technology from the viewpoint of CBI teachers and deans. Similarly, Pawan

(2008) investigated teachers’ methods for staging content for English learners, providing insights into how educators can effectively

teach lessons in English and help students become familiar with the language. Additionally, studies by Zugegrell & Deoliveira

(2006) highlighted the use of linguistic tools and text analysis by content teachers to enhance students’ understanding of

terminology.

The context of Poltekpar Makassar, the only state-accredited tourism university in Eastern Indonesia, is particularly significant in

this discussion. The institution plays a crucial role in preparing students for careers in the hospitality and tourism industry, where

English proficiency, especially in speaking, is essential for success in roles such as tour guides and hotel managers. The curriculum

at Poltekpar Makassar emphasizes mastering both basic and specific English skills relevant to the industry. Content-Based

Instruction (CBI) has emerged as a predominant method for teaching English at this institution, integrating language learning with

subject matter pertinent to students’ future careers. Preliminary studies indicate that while CBI is widely implemented, its

effectiveness is influenced by various factors, including the type of English taught (English for hospitality) and the backgrounds of

both lecturers and students, such as their aptitude, motivation, and cultural context.

Given the unique educational environment at Poltekpar Makassar, it is essential to conduct research that explores the effectiveness

of CBI in teaching English for hospitality. This study aims to investigate lecturers’ perceptions of the implementation of CBI. The

findings will provide valuable insights into optimizing CBI to enhance English proficiency and better prepare students for their

professional careers in hospitality. As the demand for proficient English speakers in the global hospitality industry continues to

grow.

2. Literature Review

2.1 Historical Development and Definition of CBI

Content-Based Instruction (CBI) has emerged as a significant pedagogical approach in the field of language education, particularly

in teaching English as a Second Language (ESL) and English as a Foreign Language (EFL). The integration of language and content

into the curriculum aims to enhance students’ academic success by combining content learning with language acquisition (Pohan

& Kelly, 2004). Stoller (2002) defines CBI as the use of language as a vehicle for content learning, emphasizing that language serves

both as a medium for acquiring knowledge and as a resource for learning. This dual focus allows students to engage with authentic

materials, fostering a meaningful learning experience that promotes both content mastery and language proficiency.