1. Teaching Language Skills
Integrating the “Four Skills”
By: Iwan Fauzi, M.A.
4/10/2013

2. Introduction
For more than six decades teaching of English has identified the “four skills” to focus on.
ESL curricula and textbooks around the world tend to focus on one or two of the four skills, sometimes to the exclusion of the others.
By treating the four skills in separate segments of the curriculum, there is a recent trend toward skill integration.
By: Iwan Fauzi, M.A.
4/10/2013

3. How to integrate ? There is a recent trend toward skill integration.
Let say, by teaching reading we may take more of a “whole language approach” whereby reading is treated as one of two or more interrelated skills.
A course that deals with reading skills will also deal with related listening, speaking, and writing skills.
By: Iwan Fauzi, M.A.
4/10/2013

4. New paradigm of reading class
Speaking
Listening
Reading
Writing
A pre-reading discussion of the topic to activate schemata
to a series of informative statements about the topic of a passage being read
A focus on a certain reading strategy, say, scanning.
A paraphrase of a section of the reading passage.
By: Iwan Fauzi, M.A.
4/10/2013

5. This paradigm of teaching brings students to the real life integration of language skills.
By doing as such reading class, it provides the teacher with a great deal of flexibility in creating interesting, motiva-ting lessons.
By: Iwan Fauzi, M.A.
4/10/2013

6. How to maintain the integrated skills
There are five models in common use to maintain an integrated-skills focus in your teaching.
Content-based instruction
Theme-based instruction
Experiental learning
The episode hypothesis
Task-based teaching
By: Iwan Fauzi, M.A.
4/10/2013

7. 1. Content-based instruction
CBI is the integration of content learning with language teaching aims (Briton, Snow and Wesche, 1989).
Language becomes the medium to convey informational content of interest and relevance to the learner, then learners are pointed toward matters concern.
Language takes on its appropriate role as a vehicle for accomplishing a set of content goals.
By: Iwan Fauzi, M.A.
4/10/2013

8. How to do with CBI
CBI
You teach, let say, Geography, or Math, or Culture by using English as your instruction
By: Iwan Fauzi, M.A.
4/10/2013

9. Example of content-based curricula
Immersion programs for elementary school children
Sheltered English programs (mostly in elementary & secondary school levels
Writing across curriculum within subject-matter areas like biology, history etc.
ESP e.g., for engineering, agriculture, or medicine.
CBI targets
By: Iwan Fauzi, M.A.
4/10/2013

10. 2. Theme-based instruction
Theme-based instruction is a form of language teaching by structuring a course around themes or topics.
Theme-based instruction can serve the multiple interests of students in a classroom.
By: Iwan Fauzi, M.A.
4/10/2013

11. How to do with TBI
TBI
When you make a language teaching to the pre-university students (intermediate level), it might deal with topics of curent interest, such as: public health, environmental awareness, world economics, etc.
By: Iwan Fauzi, M.A.
4/10/2013

12. This TBI for intermediate students;
In the classroom, students read articles
Then, view video programs
Discuss issues and propose solutions
Carry out writing assignments on a given theme
By: Iwan Fauzi, M.A.
4/10/2013

13. For beginning students
Use imperatives (Don’t bring any food to the classroom)
Practice verb tenses (The ozone layer is vanishing)
Develope new vocabulary
Learn cardinal and ordinal number
Work with simple conversation;
A: Why do you smoke?
B: Because I like it
A: You shouldn’t smoke
B: Well, it makes me less nervous
A: But it’s not good for your health
B: I don’t care
A: Wel, you will die young
By: Iwan Fauzi, M.A.
4/10/2013

14. 3. Experiental learning
This is an overlapping of CBI and TBI concept of language learning.
EL allows students to find “concrete experiences” through which they discover language principles by trial and error, by processing feedback, by building hypothesis, and by revising the assumptions in order to become fluent.
Teachers give students opportunities to use language as they handle with the problem solving complexities.
By: Iwan Fauzi, M.A.
4/10/2013

15. How to deal with EL
Learner-centered
Hands-on projects (nature or environmental projects)
Field trips and on-site visits
Teacher-controlled
Show-and-tell sessions
Playing games
Utilizing media (TV, movies, internet)
By: Iwan Fauzi, M.A.
4/10/2013

16. The advantage of EL
The learner is directly in touch with the realities being studied. It is contrasted with learning in which the learner only reads about, hears about, talks about, or write about these realities but never comes in contact with them as part of the learning process.
By: Iwan Fauzi, M.A.
4/10/2013

17. 4. The episode hypothesis
The EH is a form of language teaching where learners are motivated to continue reading and to become more involved in the content than in the language, therefore increasing its episodic flavor.
What episode hypothesis?
By: Iwan Fauzi, M.A.
4/10/2013

18. Teaching with EH Look at this dialogue
Jack: Hi, Tony. What do you usually do on weekends?
Tony: Oh, I usually study, but sometimes I go to a movie.
Jack: Uh huh. Well, I often go to movies, but I seldom study.
Tony: Well, I don’t study as much as Greg. He always studies on the weekends. He never goes out.
By: Iwan Fauzi, M.A.
4/10/2013

19. How the EH relates to the integrated skills teaching
Episodes can be presented in either written or spoken form, thus requiring reading or/ and writing skills on the students’ part.
Episodes can provide the stimulus for spoken or written questions that students respond to, in turn, by speaking or writing.
Students can be encouraged to write their own episodes, or to complete an episode.
By: Iwan Fauzi, M.A.
4/10/2013

20. 5. Task-based teaching Students must accomplish beyond the classroom.
Target tasks
Students must accomplish beyond the classroom.
Pedagogi-cal tasks
Form of the nucleus of the classroom activity.
By: Iwan Fauzi, M.A.
4/10/2013

21. How to do with TB teaching
For example to teach students to give personal information in a job interview;
Exercises in comprehension of wh- questions with do- insertion (When do you work at Macy’s?)
Drills in the use of frequency adverbs (I usually work until 5 o’clock)
Listening to extracts of job interview
Analyzing the grammar of the interview
Modeling an interview; teacher & one student or students in pairs.
By: Iwan Fauzi, M.A.
4/10/2013

22. Input for tasks Input-1 Input-2
It may come from a variety of authentic sources:
Input-1
- Speeches
- Conversation
- Narratives
- Public announce-ments
- Cartoon strips
Input-2
- Interviews
- Oral description
- Media extracts
- Games & puzzles
- Photos
By: Iwan Fauzi, M.A.
4/10/2013

23. Conclusion
Teaching English may be done by doing integrated language skills.
We may to do so through five models of teaching;
Content-based instruction
Theme-based instruction
Experiental learning
The episode hypothesis
Task-based teaching
By: Iwan Fauzi, M.A.
4/10/2013

24. Thank you
By: Iwan Fauzi, M.A.
4/10/2013