The second half of her article favorably describes two types of integrated instruction: content-based and task-based. She finishes by naming some advantages to these types and then lists some considerations for teachers as they develop integrated instruction. Some tips include learning more about the types of integrated instruction, evaluating the use of integrated skills in your own teaching approach, finding materials that encompass all 4 competencies, and teaching language learning strategies that can apply to multiple skills.
These are great starter points for a teacher who is not familiar with this methodology, but I would have liked to see more specific suggestions that included activity ideas or to hear about successful experiences from real teachers. Oxford does not focus on a specific age group or proficiency level, so the generalizations may seem unhelpful. However, I think this site would benefit those who have worked in segregated-skill environments or those who question one style over the other because it gives clear reasoning for the advantages of integrated instruction.
These are great starter points for a teacher who is not familiar with this methodology, but I would have liked to see more specific suggestions that included activity ideas or to hear about successful experiences from real teachers. Oxford does not focus on a specific age group or proficiency level, so the generalizations may seem unhelpful. However, I think this site would benefit those who have worked in segregated-skill environments or those who question one style over the other because it gives clear reasoning for the advantages of integrated instruction.
Teachers out there: Have you tried one or both of these styles of instruction (segregated vs. integrated)? Which one do you prefer and why?
You can find this site in my Resources list or you can click here.
You can find this site in my Resources list or you can click here.
Thank you, Regina, for sharing this thought-provoking writing. As a reader,I just like the writing itself, the ways the author presents and structures her ideas. I sympathize with her point of view of understanding the ESL/EFL classroom through the image of a tapestry. With all those necessary strands harmoniously woven, finaly, the tapestry presents a beautiful and nice picture. I just love the idea of presenting the classroom as the image. Now, the image makes me further think what kind of strands would be added more to make the picture more beautiful.
ReplyDeleteEven though the writing lacks practical suggestions for English classes, as you mentioned, I basically agree with her assertion that ESL/EFL classes should be content- and context-based, with the same idea with which I joined FLE program. But, in reality, this matter is not as easy and straightforward as it sounds, especially when we have to fight with or negotiate with traditional beliefs in segregated language learning and teaching shared by insitutions, students, and other colleagues. This is especially more challenging in some EFL settings.
This is a great topic for me to think about as a future teacher in an EFL setting, and thank you so much for sharing this short but beautiful article with us again, Regina.