This week we read some interesting articles about Content-Based Instruction by Stoller (2002), Input by Szynalski, and Inputs/Outputs activities. Below, you will find my reflections about these topics.
In regards to CBI, I would say my teaching is pretty much based on content because I teach advanced classes. This semester I am teaching a Spanish composition class and our writing practice is framed within topics or themes. So for example, we were discussing a unit on Children in Latinoamerica and their challlenges. Students had to read articles about children and labor work in some Hispanic countries. Students also watched some videos about issues related with being a kid in a hispanic country. One of the videos was a TED talk about "El Sistema", a social program of children orchestras in Venezuela. Students were very interested about this topic so I decided to invite one of the young directors in El Sistema to talk and be interviewed by the class via Skype. Students prepared questions and were really motivated to be able to use Spanish to get more information about El Sistema. Some students chose to write their final projects about this topic with their own perspectives (e.g., trata de los niños en latinoamerica, adopciones en Guatemala). Therefore, I would say the content is the meat of my class and technology definitely help students access the content and use it to write about different topics using the L2.
For the inputs/outputs activity, I believe the relevance of specific kinds of inputs or outputs can only be determined taking into account the specific language learning goals of the learner. So if I have a student who wants to learn how to write academic papers, maybe listening to a song on the bus is not that relevant for his learning purposes. But that same oral input (the song) can be motivating for a beginner student that just want to learn about the culture and how to use the language in real life situations.