Abstract

This article delves into content-based instruction (CBI) as a didactic methodology employed for teaching foreign languages within a North American state school situated in Massachusetts. It provides an account of the challenges confronted by a specific cohort of teachers during the implementation of this methodology. While a substantial body of literature advocates for CBI as an effective teaching method, scant attention has been directed toward analyzing the practical working conditions of teachers and the dynamics within classrooms where this method is applied. We ran a qualitative analysis on the evaluations and suggestions of specific teachers. To achieve this goal, interviews were conducted, and lesson plans and didactic materials were examined. The analysis resulted in a study that pointed out the handicaps and risks associated with CBI, emphasizing that the implementation process in the school demanded considerable effort from teachers without commensurate benefits for students. This study sheds light on aspects such as curriculum innovation, education leadership, and the clarification of the concept of what it means to be a teacher. It holds relevance for any stakeholder concerned with related issues stemming from curriculum program changes, alongside the professional well-being and motivation of the teaching participants in this setting.