Integrated Skills in the ESL.pdf

Integrated Skills in the ESL/EFL Classroom

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. SEGREGATED-SKILL INSTRUCTIONIn 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

INSTRUCTIONTwo 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 APPROACHThe 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.CONCLUSIONWith 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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