Lost in Translation: Challenges in the Integration of Content Based English Language Instruction

Abstract

This study explores the integration of content based instruction in English language teaching in public secondary schools of Hyderabad, Sindh. The purpose of the study was to investigate teachers’ perceptions of content based instruction, identify the major challenges they face in its implementation as well explore the strategies they use to address CBI related learning difficulties in classroom settings. A qualitative research design was employed. Data were collected from ten English language teachers through semi structured interviews. The findings reveal that teachers perceive CBI as a meaningful and effective approach that enhances students’ language proficiency and content understanding by promoting communicative learning. However, despite positive perceptions, several challenges hinder its effective implementation including large class sizes, rigid curricula, examination oriented assessment systems, limited teaching resources, low student English proficiency and insufficient teacher training. The study found that teachers employ various strategies to manage these challenges, such as scaffolding, bilingual explanations, interactive classroom activities, collaborative learning and continuous assessment practices. These strategies help improve student engagement and comprehension. The study concludes that there is a significant gap between the theoretical potential of CBI and its practical implementation in classrooms. It recommends continuous professional development for teachers, curriculum reform, improved instructional resources and assessment system alignment to support effective integration of content and language instruction in English language teaching contexts.