DIGEST EDO-FL-01-05 SEPTEMBER 2001

Integrated Skills in the ESL/EFL Classroom

REBECCA OXFORD, UNIVERSITY OF MARYLAND

O ne image for teaching English as a second or foreign lan-

guage (ESL/EFL) is that of a tapestry. The tapestry is woven
from many strands, such as the characteristics of the teacher,
the language. An extreme example is the grammar-translation
method, which teaches students to analyze grammar and to trans-
late (usually in writing) from one language to another. This
the learner, the setting, and the relevant languages (i.e., English method restricts language learning to a very narrow,
and the native languages of the learners and the teacher). For noncommunicative range that does not prepare students to use
the instructional loom to produce a large, strong, beautiful, col- the language in everyday life.
orful tapestry, all of these strands must be interwoven in posi- Frequently, segregated-skill ESL/EFL classes present instruc-
tive ways. For example, the instructor's teaching style must tion in terms of skill-linked learning strategies: reading strate-
address the learning style of the learner, the learner must be gies, listening strategies, speaking strategies, and writing strate-
motivated, and the setting must provide resources and values gies (see Peregoy & Boyle, 2001). Learning strategies are srategies
that strongly support the teaching of the language. However, if that students employ, most often consciously, to improve their
the strands are not woven together effectively, the instructional learning. Examples are guessing meaning based on context,
loom is likely to produce something small, weak, ragged, and breaking a sentence or word down into parts to understand the
palenot recognizable as a tapestry at all. meaning, and practicing the language with someone else.
In addition to the four strands mentioned aboveteacher, Very frequently, experts demonstrate strategies as though they
learner, setting, and relevant languagesother important strands were linked to only one particular skill, such as reading or writ-
exist in the tapestry. In a practical sense, one of the most crucial ing (e.g., Peregoy & Boyle, 2001). However, it can be confusing
of these strands consists of the four primary skills of listening, or misleading to believe that a given strategy is associated with
reading, speaking, and writing. This strand also includes associ- only one specific language skill. Many strategies, such as paying
ated or related skills such as knowledge of vocabulary, spelling, selective attention, self-evaluating, asking questions, analyzing,
pronunciation, syntax, meaning, and usage. The skill strand of synthesizing, planning, and predicting, are applicable across skill
the tapestry leads to optimal ESL/EFL communication when the areas (see Oxford, 1990). Common strategies help weave the skills
skills are interwoven during instruction. This is known as the together. Teaching students to improve their learning strategies
integrated-skill approach. in one skill area can often enhance performance in all language
If this weaving together does not occur, the strand consists skills (Oxford, 1996).
merely of discrete, segregated skillsparallel threads that do not Fortunately, in many instances where an ESL or EFL course is
touch, support, or interact with each other. This is sometimes labeled by a single skill, the segregation of language skills might
known as the segregated-skill approach. Another title for this be only partial or even illusory. If the teacher is creative, a course
mode of instruction is the language-based approach, because the bearing a discrete-skill title might actually involve multiple, in-
language itself is the focus of instruction (language for language's tegrated skills. For example, in a course on intermediate read-
sake). In this approach, the emphasis is not on learning for au- ing, the teacher probably gives all of the directions orally in
thentic communication. English, thus causing students to use their listening ability to
By examining segregated-skill instruction, we can see the ad- understand the assignment. In this course, students might dis-
vantages of integrating the skills and move toward improving cuss their readings, thus employing speaking and listening skills
teaching for English language learners. and certain associated skills, such as pronunciation, syntax, and
social usage. Students might be asked to summarize or analyze
Segregated-Skill Instruction readings in written form, thus activating their writing skills. In a
In the segregated-skill approach, the mastery of discrete lan-
real sense, then, some courses that are labeled according to one
guage skills such as reading and speaking is seen as the key to
specific skill might actually reflect an integrated-skill approach
successful learning, and language learning is typically separate
after all.
from content learning (Mohan, 1986). This is contrary to the
The same can be said for ESL/EFL textbooks. A particular se-
integrated way that people use language skills in normal com-
ries might highlight certain skills in one book or another, but all
munication, and it clashes with the direction in which language
the language skills might nevertheless be present in the tasks in
teaching experts have been moving in recent years.
each book. In this way, students have the benefit of practicing
Skill segregation is reflected in traditional ESL/EFL programs
all the language skills in an integrated, natural, communicative
that offer classes focusing on segregated language skills. Why do
way, even if one skill is the main focus of a given volume.
they offer such classes? Perhaps teachers and administrators think
In contrast to segregated-skill instruction, both actual and ap-
it is logistically easier to present courses on writing divorced from
parent, there are at least two forms of instruction that are clearly
speaking, or on listening isolated from reading. They may be-
oriented toward integrating the skills.
lieve that it is instructionally impossible to concentrate on more
than one skill at a time. Two Forms of Integrated-Skill Instruction
Even if it were possible to fully develop one or two skills in Two types of integrated-skill instruction are content-based lan-
the absence of all the others, such an approach would not en- guage instruction and task-based instruction. The first of these
sure adequate preparation for later success in academic commu- emphasizes learning content through language, while the sec-
nication, career-related language use, or everyday interaction in ond stresses doing tasks that require communicative language

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use. Both of these benefit from a diverse range of materials, text- just an object of academic interest nor merely a key to passing
books, and technologies for the ESL or EFL classroom. an examination; instead, English becomes a real means of inter-
Content-Based Instruction. In content-based instruction, stu- action and sharing among people. This approach allows teach-
dents practice all the language skills in a highly integrated, com- ers to track students' progress in multiple skills at the same time.
municative fashion while learning content such as science, math- Integrating the language skills also promotes the learning of real
ematics, and social studies. Content-based language instruction content, not just the dissection of language forms. Finally, the
is valuable at all levels of proficiency, but the nature of the con- integrated-skill approach, whether found in content-based or
tent might differ by proficiency level. For beginners, the con- task-based language instruction or some hybrid form, can be
tent often involves basic social and interpersonal communica- highly motivating to students of all ages and backgrounds.
tion skills, but past the beginning level, the content can become
increasingly academic and complex. The Cognitive Academic
Integrating the Language Skills
In order to integrate the language skills in ESL/EFL instruc-
Language Learning Approach (CALLA), created by Chamot and
tion, teachers should consider taking these steps:
O'Malley (1994), shows how language learning strategies can be
integrated into the simultaneous learning of content and lan- Learn more about the various ways to integrate language skills
guage. in the classroom (e.g., content-based, task-based, or a combi-
At least three general models of content-based language in- nation).
struction exist: theme-based, adjunct, and sheltered (Scarcella & Reflect on their current approach and evaluate the extent to
Oxford, 1992). The theme-based model integrates the language which the skills are integrated.
skills into the study of a theme (e.g., urban violence, cross-cul- Choose instructional materials, textbooks, and technologies
tural differences in marriage practices, natural wonders of the that promote the integration of listening, reading, speaking,
world, or a broad topic such as change). The theme must be very and writing, as well as the associated skills of syntax, vocabu-
interesting to students and must allow a wide variety of lan- lary, and so on.
guage skills to be practiced, always in the service of communi- Even if a given course is labeled according to just one skill,
cating about the theme. This is the most useful and widespread remember that it is possible to integrate the other language
form of content-based instruction today, and it is found in many skills through appropriate tasks.
innovative ESL and EFL textbooks. In the adjunct model, lan- Teach language learning strategies and emphasize that a given
guage and content courses are taught separately but are care- strategy can often enhance performance in multiple skills.
fully coordinated. In the sheltered model, the subject matter is
taught in simplified English tailored to students' English profi- Conclusion
ciency level. With careful reflection and planning, any teacher can inte-
Task-Based Instruction. In task-based instruction, students grate the language skills and strengthen the tapestry of language
participate in communicative tasks in English. Tasks are defined teaching and learning. When the tapestry is woven well, learn-
as activities that can stand alone as fundamental units and that ers can use English effectively for communication.
require comprehending, producing, manipulating, or interact- References
ing in authentic language while attention is principally paid to Chamot, A. U., & O'Malley, J. M. (1994). The CALLA handbook:
meaning rather than form (Nunan, 1989). Implementing the cognitive-academic language learning approach.
The task-based model is beginning to influence the measure- Reading, MA: Addison Wesley.
ment of learning strategies, not just the teaching of ESL and O'Malley, J. M., & Valdez Pierce, L. (1996). Authentic assessment
EFL. In task-based instruction, basic pair work and group work for English language learners: Practical approaches for teachers.
are often used to increase student interaction and collaboration. New York: Addison Wesley.
For instance, students work together to write and edit a class Mohan, B. (1986). Language and content. Reading, MA: Addison
newspaper, develop a television commercial, enact scenes from Wesley.
a play, or take part in other joint tasks. More structured coopera-Nunan, D. (1989). Designing tasks for the communicative classroom.
tive learning formats can also be used in task-based instruction. Cambridge, UK: Cambridge University Press.
Task-based instruction is relevant to all levels of language profi-Oxford, R. (1990). Language learning strategies: What every teacher
ciency, but the nature of the task varies from one level to the should know. Boston, MA: Heinle & Heinle.
other. Tasks become increasingly complex at higher proficiency Oxford, R. (1996). Language learning strategies around the world:
levels. For instance, beginners might be asked to introduce each Cross-cultural perspectives. Manoa, HI: University of Hawaii
other and share one item of information about each other. More Press.
advanced students might do more intricate and demanding tasks, Peregoy, S. F., & Boyle, O. F. (2001). Reading, writing, and learning
such as taking a public opinion poll at school, the university, or in ESL. New York: Addison Wesley Longman.
a shopping mall. Scarcella, R., & Oxford, R. (1992). The tapestry of language learn-
Advantages of the Integrated-Skill Approach ing: The individual in the communicative classroom. Boston:
The integrated-skill approach, as contrasted with the purely Heinle & Heinle.
segregated approach, exposes English language learners to au-
thentic language and challenges them to interact naturally in A full-length version of this article appears in
the language. Learners rapidly gain a true picture of the richness ESL Magazine, Vol. 6, No. 1, January/February 2001
and complexity of the English language as employed for com- (www.eslmag.com).
munication. Moreover, this approach stresses that English is not

This digest was prepared with funding from the U.S. Dept. of Education, Office of Educational Research and Improvement, National Library of Education, under contract no. ED-99-CO-0008. The opinions expressed do not necessarily reflect the positions or policies of ED, OERI, or NLE.

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