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Annals, 1989, 22(3) : 269-275.
[36] MET M, 1999.Content-based instruction:defining terms,making decisions[R]. Washington,DC:The National Foreign Language
Center.
[37] Stoller, F , and Grabe, W. A six-T's approach to content-bases instruction[M].NY:Longman, 1997.

A Review of Research on Content-Based Instruction in International
Chinese Language Education
Guan Lanlan
School of Sinology and Chinese Studies, Beijing Language and Culture University

Abstract The papers related to content-based Instruction (CBI) in international Chinese language education
published on China National Knowledge Infrastructure (CNKI) are sorted out and analyzed to review the current
research status of CBI in international Chinese language education, and to find that there are problems of a relatively
single research perspective and insufficient scientific research in the current research, and to put forward some
suggestions.

Keywords CBI; international Chinese language education; research review

I. Introduction
Content-based Instruction (CBI), originated from the Montreal Immersion Program in Canada in the 1960s,
and is a school of language teaching popular in Europe and the United States in the 1980s.Mohan is one of the
founders of the CBI teaching concept. He pointed out that "the separation of language and professionalism has
deprived language of its instrumental role and communication of its purpose and authenticity".CBI is a way of
organizing instruction that combines language learning and other subjects in a way that uses language content (e.g.,
topics) as a framework.Leaver and Stryker (1989) point out that CBI should have four characteristics: being topic-
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focused, using authentic language materials, learning new information, and meeting the special needs of learners.
Met (1999) suggests five characteristics of CBI based on the importance of "language" and "content". Based on the
importance of "language" and "content", Met (1999) proposes five models of language teaching in CBI: first, full
and partial immersion; second, the use of a second language to teach a specialized class, such as sheltered; third, a
specialized class plus language instruction, such as supplemental; fourth, a theme-based model of language
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teaching; and fifth, a model of language teaching in which the content is often used for practice . In order to make
CBI effectively used in teaching practice, Stoller (1997) proposed the 6T approach, which are Themes, Topics,
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Texts, Threads, Tasks and Transitions . In a word, CBI theory has a lot of research results in foreign countries and
has established a relatively complete theoretical system.
Since the concept of CBI was introduced to China in 1994, the research fever of domestic scholars on CBI has
been rising. The research on CBI in the domestic academic circles mainly focuses on the field of foreign language
teaching, and the research results are very rich. However, CBI also has important application value in international
Chinese language education and has accumulated many research results. Therefore, this paper analyzes the papers
related to content-based pedagogy research in international Chinese language education, and reviews the current
status of content-based pedagogy research and problems in the field of international Chinese language education.
II. Data collection and statistical methods
The author conducted searches on the CNKI using several keywords such as "CBI," "Content-Based
Instruction," "Content-Based Teaching Method," and "Content-Oriented Teaching" to retrieve journal articles and
theses. Eventually, 30 papers were selected as the research subjects for this article.

31. Betty Lou Leaver and Stephen B. Stryker. Content-Based Instruction for Foreign Language Classrooms[J]. Foreign Language
Annals, 1989, 22(3) : 269-275.
32. Content-based instruction:defining terms,making decisions[R]. Washington, DC: The National Foreign Language Center.
33. Stoller, F , and Grabe, W. A six-T's approach to content-bases instruction[M].NY:Longman, 1997.

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