Abstract:
This study was to examine perceptions’ and practices’ of EFL teachers towards Content Based Instruction in teaching reading skills the case of four governmental secondary
schools. To achieve the objective of the study, 40 teachers were selected using convenience
sampling techniques from the following four governmental secondary schools in Debre
Berhen Town. Includes, Basso, Debre Eba, HeilemariamMamo and Debre Berhan general
secondary schools. The number of teachers in each secondary school varies. Basso
secondary school has 12, Debre Eba secondary school has 6, HeilemariamMamo secondary
school has 12 and Debre Berhan general secondary school has 10 teachers. The data
collected through questionnaire and interviews were for teachers, classroom observation for
both teacher and students. A questionnaire (consisting of for thematic groups of 20 items for
40 teachers; classroom observation on 5 teachers and interview with five teachers. The data
obtained from closed-ended questionnaire were analyzed descriptively using frequency,
table, percentage and total. Besides, the data obtained from observation was analyzed
descriptively in words using checklist. Whereas, the data obtained from open-ended
questionnaire and interview were analyzed descriptively based on the participants’ response.
The data were gathered from questionnaire and interview would to investigate the perception
of teachers’ towards CBLI approach in teaching reading skills. The overall findings of this
study shown, that EFL teachers have negative perception for Content- Based Language
instruction approach. Although, most of EFL teachers have awareness for the approach;
their training is not enough to implement it. Some problems that hindered to practice reading
skills through CBLI approach; were EFL teachers have negative perception for the
approach; lack of supplementary reading materials to raise students interest; lack of enough
skill and awareness to implement the approach are the common problems to hinder
practicing reading skills through using CBLI approach. Finally, on the basis of the findings
some recommendations have been forwarded to improve EFL teacher’ perceptions and
practices towards CBLI approach. Such as to implement the effective models of CBLI
approach EFL teachers should have enough awareness for the approach, to raise students’
interest and motivation EFL teachers should use authentic and audiovisual materials and
further points have been forwarded there
