Krashen (1982) states that language structures are most efficiently acquired when presented through comprehensible input that is just beyond the learners’ current proficiency level, thereby forcing them to reach beyond the linguistic input and use previous knowledge and communicative context to gather the meaning of unfamiliar structures. Hence, Krashen’s model provides a theoretical foundation for CBI that provides students contextualized language curricula built around meaningful and comprehensible input through which not only language but information is required. SLA research emphasizes that literacy development can be facilitated by providing multiple opportunities for learners to interact in communicative contexts with authentic, linguistically challenging materials that are relevant to their personal and educational goals (Brinton et al., 1989).