Author(s)

Jason J. Sibulkin

School of Economics and Management, Huizhou University, Huizhou, China.

This systematic review examines the current literature on CBI (Content-based Instruction) methods and summarizes the data as it relates to influencing ESL student outcomes in Higher Education. The international tertiary community continues to experience a substantial growth in ESL students, which represent a significant portion of total enrollment. To meet this demand for bilingual education EAP (English for Academic Purpose) programs such as CBI curriculum have been widely adopted as the preferred pedagogical approach to address this growing trend in higher education. Despite this popularity, there is a lack of longitudinal research on the efficacy of CBI courses that link this approach to sustained improvement on student academic achievement scores. The findings reviewed herein suggest a positive sustained relationship between CBI curriculum and increased academic performance post intervention. The results of this investigative effort also support the seminal literature, which indicates the majority of participants consider CBI methods as a suitable pedagogical technique to acquire language and content knowledge, while enhancing long-term academic achievement. This research may inform future practitioners, administrators, and policy makers in the development of ESL programs in the tertiary community.

CBI, Intervention, Higher Education, Long-Term, Achievement, Bilingualism

Sibulkin, J. (2018) Analysis on Content-Based Instruction Methods Influencing Student Outcomes in Higher Education. Open Journal of Social Sciences, 6, 176-194. doi: 10.4236/jss.2018.611013.