17. INTEGRATING THE “FOUR SKILLS” Teaching by principles H.D. Brown

INTEGRATING THE “FOUR SKILLS” Reading class, might include a pre-reading discussion listening to a lecture a focus on a certain reading strategy writing a paraphrase of a section recent trend toward skill integration curriculum designers are taking more of whole language approach.

WHY INTEGRATION? Why weren’t courses always integrated? Focus on the forms (language rules and paradigms: Teach students a lot about language Administrative considerations: Make it easier to program separate courses Specific purpose for studying English may best be labeled by one skill.

WHY INTEGRATION? Production & reception are two sides of the same coin Interaction means sending and receiving messages Written and spoken language often bear a relationship to each other For literate learners, the interrelationship is an intrinsically motivating reflection of language, culture, and society

WHY INTEGRATION? By attending to what learners can do with language, we invite four skills that are relevant into classroom. Often one skill will reinforce another. In the real world of language use involves the integration of skills and connections between language and the way think and feel and act.

CONTENT-BASED INSTRUCTION dictated more by the nature of the subject matter medium to convey informational content of interest and relevance to the learner Immersion programs Sheltered English programs Writing across the curriculum ESP, EAP, EOP

CONTENT-BASED INSTRUCTION non-language goals focus on very useful, practical objectives as the subject matter long-term goals some challenges to teacher become a double expert team-teaching models “adjunct” model

THEME-BASED INSTRUCTION “weak” version of CBI Topic-based instruction an equal value on content and language objectives serve the multiple interests of students Examples of topics : public health, environmental awareness, world economics

THEME-BASED INSTRUCTION What is important is to put principles of effective learning into action. major principles automaticity meaningful learning intrinsic motivation communicative competence

THEME-BASED INSTRUCTION Increase students’ curiosity & motivation of students as they grapple with an array of real-life issues Use environmental statistics and facts for classroom reading, writing, discussion, and debate Carry out research and writing projects Have students create their own environmental awareness material - language experience approach 4. Arrange field trips 5. Conduct simulation games

EXPERINTIAL LEARNING Experiential learning includes activities that engage both left- and right-brain processing Contextualize language, integrate skills, and point toward authentic, real-world purposes Provide concrete experiences through which students “discover” language principles John Dewey : ⒜ one learns best by doing ⒝ inductive learning that enable students to “take charge” of their own learning progress

EXPERINTIAL LEARNING Learner-centered experiential techniques hands on projects computer activities research projects cross-cultural experiences field trips and other “on-site” visits role-plays and simulations

EXPERINTIAL LEARNING teacher-controlled techniques - using props, realia, visuals, show and tell sessions - playing games and singing - utilizing media emphasis on the psychomotor aspects of language learning. through action, students are drawn into a utilization of multiple skills. LEA- with widely varying adaptations, students personal experiences are used. The benefit of the LEA is in the students’ intrinsic involvement.

THE EPISODE HYPOTHESIS Oller: “text will be easier to reproduce, understand, and recall to the extent that it is structured episodically.” A familiar setting and ordinary characters whet the curiosity of the reader. The interaction of cognition and language enables learners to form “expectancies.” Unclear outcome motivates learners to continue reading and to become more involved in the content Logically or episodically linked sentences Universal stories enable students from many different cultures to understand

TASK-BASED TEACHING There is some communication problem to solve. - Meaning is primary. There is some communication problem to solve. There is some sort of relationship to comparable real-world activities. Task completion has some priority. The assessment of the task is in terms of outcome.

TASK-BASED TEACHING Target tasks Students must accomplish beyond the class. Much more specific and more explicitly related to classroom instruction The task specifies a context ex) giving personal information in a job interview

TASK-BASED TEACHING Pedagogical tasks Nucleus of the classroom activity A series of techniques designed ultimately to teach students to perform the target task ex) exercise, drill, listening, analyzing, discourse, role-play

TASK-BASED TEACHING Dimension of communicative tasks goal input from the teacher techniques the role of the teachers the role of the learners evaluation

TASK-BASED TEACHING Focus on a whole set of real-world task speeches -interviews conversations -oral descriptions narratives -media extracts games and puzzles -diaries invitations -labels a variety of authentic sources

TASK-BASED TEACHING Task-based curricula differ from CBI, TBI, and experiential instruction in that course objectives are more language-based. While there is an ultimate focus on communication and purpose and meaning, the course goals center on learners’ pragmatic language competence.