The importance of integrating skills in the teaching of english as a foreign language
Scientific article. Kind of article:
monography
- Summary
- Segregated-skill
instruction - Two forms of integrated-skill
instruction - Advantages of the
integrated-skill approach - Integrating the language
skills - Conclusion
This article has been made as a guide for teachers of
English as a foreign language to develop the students´
abilities in the language. It is the application of an
integrating approach for the development of communicative skills
in the classroom, in which the four skills in the acquisition of
knowledge of a foreign language can be taught in a coherent way,
and practiced together, with a distinction of the importance of
one upon the other
One image for teaching English as a second or foreign
language (ESL/EFL) is that of a tapestry. The tapestry is woven
from many strands, such as the characteristics of the teacher,
the learner, the setting, and the relevant languages (i.e.,
English and the native languages of the learners and the
teacher). For the instructional loom to produce a large, strong,
beautiful, colorful tapestry, all of these strands must be
interwoven in positive ways. For example, the instructor's
teaching style must address the learning style of the learner,
the learner must be motivated, and the setting must provide
resources and values that strongly support the teaching of the
language. However, if the strands are not woven together
effectively, the instructional loom is likely to produce
something small, weak, ragged, and pale–not recognizable as a
tapestry at all.
In addition to the four strands mentioned
above–teacher, learner, setting, and relevant languages–other
important strands exist in the tapestry. In a practical sense,
one of the most crucial of these strands consists of the four
primary skills of listening, reading, speaking, and writing. This
strand also includes associated or related skills such as
knowledge of vocabulary, spelling, pronunciation, syntax,
meaning, and usage. The skill strand of the tapestry leads to
optimal ESL/EFL communication when the skills are interwoven
during instruction. This is known as the integrated-skill
approach.
If this weaving together does not occur, the strand
consists merely of discrete, segregated skills–parallel threads
that do not touch, support, or interact with each other. This is
sometimes known as the segregated-skill approach. Another title
for this mode of instruction is the language-based approach,
because the language itself is the focus of instruction (language
for language's sake). In this approach, the emphasis is not on
learning for authentic communication.
By examining segregated-skill instruction, we can see
the advantages of integrating the skills and move toward
improving teaching for English language learners.
In the segregated-skill approach, the mastery of
discrete language skills such as reading and speaking is seen as
the key to successful learning, and language learning is
typically separate from content learning (Mohan, 1986). This is
contrary to the integrated way that people use language skills in
normal communication, and it clashes with the direction in which
language teaching experts have been moving in recent
years.
Skill segregation is reflected in traditional ESL/EFL
programs that offer classes focusing on segregated language
skills. Why do they offer such classes? Perhaps teachers and
administrators think it is logistically easier to present courses
on writing divorced from speaking, or on listening isolated from
reading. They may believe that it is instructionally impossible
to concentrate on more than one skill at a time.
Even if it were possible to fully develop one or two
skills in the absence of all the others, such an approach would
not ensure adequate preparation for later success in academic
communication, career-related language use, or everyday
interaction in the language. An extreme example is the
grammar-translation method, which teaches students to analyze
grammar and to translate (usually in writing) from one language
to another. This method restricts language learning to a very
narrow, noncommunicative range that does not prepare students to
use the language in everyday life.
Frequently, segregated-skill ESL/EFL classes present
instruction in terms of skill-linked learning strategies: reading
strategies, listening strategies, speaking strategies, and
writing strategies (see Peregoy & Boyle, 2001). Learning
strategies are strategies that students employ, most often
consciously, to improve their learning. Examples are guessing
meaning based on context, breaking a sentence or word down into
parts to understand the meaning, and practicing the language with
someone else.
Very frequently, experts demonstrate strategies as
though they were linked to only one particular skill, such as
reading or writing (e.g., Peregoy & Boyle, 2001). However, it
can be confusing or misleading to believe that a given strategy
is associated with only one specific language skill. Many
strategies, such as paying selective attention, self-evaluating,
asking questions, analyzing, synthesizing, planning, and
predicting, are applicable across skill areas (see Oxford, 1990).
Common strategies help weave the skills together. Teaching
students to improve their learning strategies in one skill area
can often enhance performance in all language skills (Oxford,
1996).
Fortunately, in many instances where an ESL or EFL
course is labeled by a single skill, the segregation of language
skills might be only partial or even illusory. If the teacher is
creative, a course bearing a discrete-skill title might actually
involve multiple, integrated skills. For example, in a course on
intermediate reading, the teacher probably gives all of the
directions orally in English, thus causing students to use their
listening ability to understand the assignment. In this course,
students might discuss their readings, thus employing speaking
and listening skills and certain associated skills, such as
pronunciation, syntax, and social usage. Students might be asked
to summarize or analyze readings in written form, thus activating
their writing skills. In a real sense, then, some courses that
are labeled according to one specific skill might actually
reflect an integrated-skill approach after all.
The same can be said for ESL/EFL textbooks. A particular
series might highlight certain skills in one book or another, but
all the language skills might nevertheless be present in the
tasks in each book. In this way, students have the benefit of
practicing all the language skills in an integrated, natural,
communicative way, even if one skill is the main focus of a given
volume.
In contrast to segregated-skill instruction, both actual
and apparent, there are at least two forms of instruction that
are clearly oriented toward integrating the skills.
TWO FORMS OF
INTEGRATED-SKILL INSTRUCTION
Two types of integrated-skill instruction are
content-based language instruction and task-based instruction.
The first of these emphasizes learning content through language,
while the second stresses doing tasks that require communicative
language use. Both of these benefit from a diverse range of
materials, textbooks, and technologies for the ESL or EFL
classroom.
"Content-Based Instruction." In content-based
instruction, students practice all the language skills in a
highly integrated, communicative fashion while learning content
such as science, mathematics, and social studies. Content-based
language instruction is valuable at all levels of proficiency,
but the nature of the content might differ by proficiency level.
For beginners, the content often involves basic social and
interpersonal communication skills, but past the beginning level,
the content can become increasingly academic and complex. The
Cognitive Academic Language Learning Approach (CALLA), created by
Chamot and O'Malley (1994) shows how language learning strategies
can be integrated into the simultaneous learning of content and
language.
At least three general models of content-based language
instruction exist: theme-based, adjunct, and sheltered (Scarcella
& Oxford, 1992). The theme-based model integrates the
language skills into the study of a theme (e.g., urban violence,
cross-cultural differences in marriage practices, natural wonders
of the world, or a broad topic such as change). The theme must be
very interesting to students and must allow a wide variety of
language skills to be practiced, always in the service of
communicating about the theme. This is the most useful and
widespread form of content-based instruction today, and it is
found in many innovative ESL and EFL textbooks. In the adjunct
model, language and content courses are taught separately but are
carefully coordinated. In the sheltered model, the subject matter
is taught in simplified English tailored to students' English
proficiency level.
"Task-Based Instruction." In task-based instruction,
students participate in communicative tasks in English. Tasks are
defined as activities that can stand alone as fundamental units
and that require comprehending, producing, manipulating, or
interacting in authentic language while attention is principally
paid to meaning rather than form (Nunan, 1989).
The task-based model is beginning to influence the
measurement of learning strategies, not just the teaching of ESL
and EFL. In task-based instruction, basic pair work and group
work are often used to increase student interaction and
collaboration. For instance, students work together to write and
edit a class newspaper, develop a television commercial, enact
scenes from a play, or take part in other joint tasks. More
structured cooperative learning formats can also be used in
task-based instruction. Task-based instruction is relevant to all
levels of language proficiency, but the nature of the task varies
from one level to the other. Tasks become increasingly complex at
higher proficiency levels. For instance, beginners might be asked
to introduce each other and share one item of information about
each other. More advanced students might do more intricate and
demanding tasks, such as taking a public opinion poll at school,
the university, or a shopping mall.
ADVANTAGES OF THE
INTEGRATED-SKILL APPROACH
The integrated-skill approach, as contrasted with the
purely segregated approach, exposes English language learners to
authentic language and challenges them to interact naturally in
the language. Learners rapidly gain a true picture of the
richness and complexity of the English language as employed for
communication. Moreover, this approach stresses that English is
not just an object of academic interest nor merely a key to
passing an examination; instead, English becomes a real means of
interaction and sharing among people. This approach allows
teachers to track students' progress in multiple skills at the
same time. Integrating the language skills also promotes the
learning of real content, not just the dissection of language
forms. Finally, the integrated-skill approach, whether found in
content-based or task-based language instruction or some hybrid
form, can be highly motivating to students of all ages and
backgrounds.
INTEGRATING THE
LANGUAGE SKILLS
In order to integrate the language skills in ESL/EFL
instruction,teachers should consider taking these
steps:
* Learn more about the various ways to integrate
language skills in theclassroom (e.g., content-based, task-based,
or a combination).
* Reflect on their current approach and evaluate the
extent to which theskills are integrated.
* Choose instructional materials, textbooks, and
technologies that promotethe integration of listening, reading,
speaking, and writing, as well as theassociated skills of syntax,
vocabulary, and so on.
* Even if a given course is labeled according to just
one skill, rememberthat it is possible to integrate the other
language skills throughappropriate tasks.
* Teach language learning strategies and emphasize that
a given strategycan often enhance performance in multiple
skills.
With careful reflection and planning, any teacher can
integrate the language skills and strengthen the tapestry of
language teaching and learning. When the tapestry is woven well,
learners can use English effectively for
communication.
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Lic. Evelio Elías Orellana
Orellana