Teaching Language Skills

Integrated Skills, Groupwork and Pairwork Banatul Murtafiah 16716251003Andyani Larasati 16716251004Fitri Hidayati 16716251005English Education Study ProgramPresented in the Resource-based Learning Materials Development Subject

Outlines

Integrated Skills

IntroductionAccording to Richards and Schmidt (2010) as cited in McDonough et al (2013), an integrated approach means the teaching of the language skills of reading, writing, listening, and speaking in conjunction with each other as when a lesson involves activities that relate listening and speaking to reading and writing.

Integration of the four skills can be achieved through various approach:Oxford (2001) suggested : CBLT, Task-based language instruction or some hybrid formCoyle et al (2010) suggested cross-curricular approaches to subject and language teaching in CLIL CBLT in European context Tomlinson (2003b) introduced Text-driven approach CALL

Note that, nowadays, integrated skills may also be used to include some other kinds of skills as well as the four language skills in different context. For example: cognitive skills such as doing research and problem solving.

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Situations Requiring Skills Integration Several illustrations in daily life:We may read about a film or a concert in a newspaper or magazineWe may need to read lecture notes/articles/a paper in order to write a composition or an essay

McDonough et al (2013)

Integrated skills in the classroomEllis (2010) as cited in McDonough et al (2013), explores the application of SLA research to language teaching materials through specific examples of task-based materials.Tomlinson (2011), as cited in McDonough et al (2013), summarizes 6 basic principles as a guide for materials development:the learners are exposed to a rich, meaningful and comprehensible input of language useEngaging learners both affectively and cognitively in the language experiencePositive affect influence communicative competenceLearners can benefit from using those mental resources which typically utilize when acquiring and using their L1Learners can benefit from noticing salient features of the input and from discovering how they are usedLearners need opportunities to use language to try to achieve communicative approach

McDonough et al (2013) proposes 6 ways of integrating the language skills in the classroom for different types of EFL classroom:

Cont.McDonough et al (2013)

Cont.McDonough et al (2013)

Advantages Benefits of teaching integrated skills according to Oxford (2001):Exposing 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. To emphasize that English is not just an object of academic interest nor merely a key to passing an examination, instead becomes a real means of interaction and sharing among people. Promoting the learning of real content, not just the dissection of language forms. Can be highly motivating to students of all ages and backgrounds.

Disadvantages The teaching of integrated language skills can also have a number of disadvantages (e.g., McDonough and Shaw 2003; Widdowson, 1978, 1993; 2003) as cited in Hinkle (2012):A curriculum that concentrates on a single language skill all the time can permit more teaching and more intensive learningCurricula and syllabi that integrate a range of language skills require the teacher to be reasonably versatile and well-trained.Many (if not most) learners have unevenly developed proficiencies across the four macro skills (Hinkel, 2002; 2003; Stern, 1983)Some experts and methodological authorities also stated that integrated language teaching with its main focus on the learning process tends to overlook the quality of the learning products (e.g., 2005; Widdowson, 1990; 2003).

Groupwork and Pairwork

IntroductionMcDonough et al (2013)

The Classroom Setting: Functions of Groupwork and Pairwork A. The social organization of the classroom Two objections to the groupwork or pairwork:1. They may not be congenial to the learning styles of individuals;2. They may pay less attention to the relationship between an activity and its purpose. Therefore, the choice of group or pairwork should: 1. be based on the sound principles; 2. lead to developing real communicative competence. McDonough et al (2013)

B. Functions of groupwork and pairwork

McDonough et al (2013)

C. Pairwork and Groupwork McDonough et al (2013)AspectsPairworkGroupwork Naturelittle organization,e.g. having the learners to work with the person sitting next to themcomplex structure,i.e. require greater role differentiation between individualsTimescaleneed not be extensiveneed to be more extended,to allow greater number of interacting participantsTasksA large range of possible task throughout the structureThe selection of tasks match the ability of the group (Ur, 1996 as cited in McDonough, et.al., 2013).

*Pairwork and groupwork are not mutually exclusive.

Interaction and classroom structureA. Interaction patterns in the classroom

Figure 1. Patterns of classroom organization.Note:T: TeacherS: StudentThe lines: main directions and interactions

A. Interaction patterns in the classroom

1. Teacher-fronted classes (Lockstep classes)

2. Group structurePrinciples

B. Learning StylesIn relation to lockstep classes, learners are assumed to learn what teachers choose to teach them, leaving no room for individual differences. Gardner (2006) as cited in McDonough, et.al., (2013) maintains that learners are different because they have different combinations of intelligences. Group or pairwork may possibly favour the learners with dominantinterpersonal intelligence who are good at working with other people but alienate the learners with intrapersonal intelligence who prefer to work alone. Learners learn best if the ways of learning suit their own styles.

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Benefits or Drawbacks? McDonough et al (2013)

Benefits or Drawbacks? McDonough et al (2013)

The Implementation

1. Design an Outfit for a Pop StarDescription:The students make posters and design an outfit for a member of a pop band. They label their posters, write short descriptions, and present their posters.Language Features:Present continuous to describe what someone is wearing, vocabulary about clothesSkills:Integrated skills (listening, reading, writing, speaking) Activities:Making a collage, drawing, working cooperativelyInteraction:Pair-workLevel:JHS, Grade X

Materials:Audio recording about types of clothesA selection of pop and fashion magazinesSome clothing for the students to look at (optional) it is more interesting if the clothes are bizarre, perhaps something the students will think very old-fashioned

Preparation:Find some pictures of famous pop bands or ask the students to bring some pictures from homeMake flashcards of clothing items, colours, and patternsMake a poster by cutting out a picture of a famous pop star and labelling the clothingWrite a model description of the famous pop star on your poster. The students can use it as a guide.

1. The students listen to an audio about clothes and match the description in the audio to the pictureIn Class Activities

2. The teacher presents vocabulary of clothing, patterns, and colours using flashcards and examples of clothing

3. Show the students your labelled poster and ask the students to give a description of the person. Write up the description on the board, for example: He is wearing a brown and white T-shirt.

4. The students work in pairs. They need to design a poster about an outfit for a member of their favourite pop band. The students can either draw a figure or make one using picture cut out of magazine and newspapers. Encourage the students to make unusual outfits. 5. The students then label their posters with the name of their pop star and label the various items of clothing. Give a strict time limit, for example 20 minutes.6. Tell the students to write a short description of what their pop star is wearing and glue the description to the poster.

7. The students present their poster to their classmates and display their posters on the wall.

Description:The students make a flipchart about the advantages and disadvantages of using smartphones.Language Features:Present tense to describe the advantages and disadvantagesSkills:Integrated skills (listening, reading, writing, speaking) Activities:Making a flipchart, drawing, working cooperativelyInteraction:Group work (in a group of 3 or 4)Level:B2 CEFR

2. To Tech or Not to Tech Is Not the Question

Materials:Pen, coloring pens, paper, flip chart, scissors, glue, sticky tape, magazine, newspaper, articles on the internet

Activity Procedures1. The teacher starts by brainstorming the students' opinion about smartphone. Ask them to work in groups of three or four. Make surethe students in one group have the same point of view about smartphone whether all believe it is good or all believe it is bad.

2. The teacher asks the students to use flip charts to describe their opinion. The teacher shows the example of flip charts to the students. Tell the students that they are free to draw anything and/or to use any picture to generate ideas. They may take any picture from magazines, newspaper, or internet using their laptop, computer, or smartphone.

3. The students are asked to take a survey and interview classmates, friends, or family to gather data. Students may ask questions related to the topic (e.g. Do you agree or disagree with this statement: Smartphone is a bad influence for people?; Why do you think it is bad or good?; How many hours a day do you glue with your smartphone?; etc.). Ask them to compile and summarize the responses from their respondents.4. Each group, then, is asked to present their viewpoint using the flip chart in front of the other groups in the next meeting. Remind the students that this is not a one-day project. You will give several days for the students to do this project.

ConclusionNowadays, the combination of four macro skills is more effective simply because, in reality, communication does not take place in terms of discrete linguistic 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.

For suggestions, teacher should consider taking these steps in integrating the language skills (Oxford, 2001):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 integratedChoose instructional materials, textbooks, and technologies that promote the integration of listening, reading, speaking, and writing, as well as the associated skills of syntax, vocabulary, and so on.Teach language learning strategies and emphasize that a given strategy can often enhance performance in multiple skills.

No teaching environment can be regarded as fixed for all the time. (McDonough et al, 2013)

According to McDonough et al (2013), all the arrangements including group and pairwork have to be assessed based on teaching situation in wider context such as the syllabus and materials, teachers and students roles, the practicalities of physical space, the institution (e.g. school) and the educational system.

ReferencesCaplan, N. (2016). Putting it together: integrated skills in EAP. Modern English teacher 25(1), 28-30.Dobie, R. (2017). Clothing and fashion. Retrieved from http://www.allthingstopics.com/clothing-and-fashion.htmlHinkel, E. (2010). Integrating the four skills: Current and historical perspectives. In R.B. Kaplan (Ed.), Oxford Handbook in Applied Linguistics, (pp. 110-126). 2nd ed. Oxford University Press.McDonough, J., Shaw, C., & Masuhara, H. (2013). Materials and Methods in ELT: A Teachers Guide, Third Edition. West Sussex: John Wiley & Sons, Inc.Oxford, R. (2001). Integrated skills in the ESL/EFL classroom. Washington, DC: Center for Applied Linguistics, ERIC Clearinghouse on Languages and Linguistics.Phillips, D., Burwood, S., & Dunford, H. (1999). Project with young learners. Oxford: Oxford Unviersity PressTaha, F. (2016). To tech or not to tech is not the question. Retrieved from https://www.teachingenglish.org.uk/blogs/fatimataha/tech-or-not-tech-not-question

QuestionsHow will you design meaningful activities for children by integrating the four language skills?Do you prefer managing the class to work in group, in pairs, or individually? Please explain the reason.