Module 3, Task 3: Why Integrate Teaching Grammar and Language Skills?

 

 Why should grammar and skills teaching be integrated? (40 minutes)

Grammar teaching is most frequently viewed as presenting and practicing grammar structures. This is one way of teaching grammar, but it is certainly not the only one. In the past decade, there has been a lot of discussion about the need to integrate of grammar and skills teaching. What are the benefits of this approach? How does it help students improve their English?

The article "Integrated Skills in the ESL/EFL Classroom" written by Rebecca Oxford, one of the leading American experts in the field of TESOL, will help us answer these questions. Download the article Download Download the articleor read it below. Write down what the author says about the benefits of integrating grammar and skills teaching on paper or computer. These notes will help you to respond to the discussion questions.

Integrated Skills in the ESL/EFL Classroom. ERIC Digest.

Author: Oxford, Rebecca

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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 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 and grammar. 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, or 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 Instruction
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.

Skill segregation is reflected in traditional ESL/EFL programs that offer classes that focus 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, non-communicative range that does not prepare students to use the language in everyday life.

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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. Students might be asked to summarize or analyze readings in written form, thus activating their writing skills. In a real sense, 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.

"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.

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.

"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).

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. Most importantly, 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

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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 the classroom (e.g., content-based, task-based, or a combination).
• Reflect on their current approach and evaluate the extent to which the skills are integrated.
• Choose instructional materials, textbooks, and technologies that promote the integration of listening, reading, speaking, and writing, as well as the associated skills of grammar, vocabulary, and so on.
• Even if a given course is labeled according to just one skill, remember that it is possible to integrate the other language skills through appropriate tasks.

Conclusion
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.

References

Chamot, A. U., & O'Malley, J.M. (1994). "The CALLA handbook: Implementing the cognitive-academic language learning approach." Reading: MA: Addison Wesley.

O'Malley, J.M., & Valdez Pierce, L. (1996)."Authentic assessment for English language learners: Practical approaches for teachers." New York: Addison Wesley.

Mohan, B. (1986). "Language and content." Reading, MA: Addison Wesley.

Nunan , D. (1989). "Designing tasks for the communicative classroom." Cambridge, UK: Cambridge University Press.

Oxford, R. (1990). "Language learning strategies. What every teacher should know." Boston, MA: Heinle & Heinle.

Oxford, R. (1996). "Language learning strategies around the world. Cross-cultural perspectives." Manoa: University of Hawaii Press.

Peregoy, S.F., & Boyle, O.F. (2001). "Reading, writing, and learning in ESL." New York: Addison Wesley Longman.

Scarcella, R., & Oxford, R. (1992). "The tapestry of language learning: The individual in the communicative classroom." Boston: Heinle & Heinle.