Group four: Carolina Miguel Lima

Larah Cristina Lage Santana

Larissa Acherman Ambrosio

* Discrete skill, isolated skill, segregated skill, single skill ->

emphasis on one skill at a time in the language classroom.

* Skill-oriented -> classroom highlighting a given skill

intentionally oriented toward the development of only that

skill.

* Language-based -> each language skill is treated separately.

* Integrated skill or skill integration -> the linking of the main
language skills for the purpose of real communication.

*Mastery on listening comprehension, phonics,

speaking, or punctuation is often seen as the key to

successful learning.

*Highlighting of just one skill at a time.

*Total Skill Segregation

Intermediate reading
Advanced writing
Basic listening

Isolation of the skills leads to communication deadlock.

Motivation, interest and class motivation plummet when

language is taught in this fragmented way.

A person who can read adequately but cannot speak well has a
serious handicap in our academic system; some degree of
ability in all skill is a virtual necessity.

*Partial Skill Segregation

Skills other than the targeted one creep in. The languages

skills appear at first glance to be isolated in instruction but

are actually not separated completely.

Intermediate reading class in which the teacher gives

directions orally.
The focus remains always on reading.
Teachers and students miss the vitality and depth of the
subject when insufficient weight is given to all the relevant
skills and when the skills are not consciously coordinated.

 In integrated-skill instruction, learners are exposed to authentic language and are

involved in activities that are interesting and meaningful.

Learners rapidly gain a true picture of the richness and complexity of the language as
used for communication

The language becomes not just an object of academic interest but a real means of
interaction among people

Teachers are given the power and the opportunity to track students progress in multiple
skill at the same time

 Skill integration allows mutually supportive growth in all the main

skills and the subsidiary skills

In an integrated-skill format, language instruction promotes the

learning of real contentm rather than the dissection of language forms

The learning of authentic content through language is highly

motivating to students of all ages and backgrounds

The significant role of background knowledge becomes evident when

language skills are integrated communicatively

* Its considered to be one of the most important modes of skill

integration.

* Students practice in a highly integrated way all the language skills

while participating in activities or tasks that focus on important
content in areas such as science, mathematics and social studies

Any educational approach that considers language learning

alone and ignores the learning of subject mater is inadequate to
the needs of these learners... What is needed is an integrative
approach which relates language learning and content learning,
considers language as a medium of learning, and acknowledges
the role of context communication. MOHAN (1986).

 To help students develop communicative competence

To introduce concepts and terminology relevant to a given subject
area

To reinforce content-area information learned elsewhere

To teach specific learning strategis for writing, reading, or general
study via the means of interesting content

* Theme-Based:

in which the language skills are fully integrated in

the study of a theme. Works effectively because the themes are
chosen for their relevance, importance, and interest to the
students, a key factor for their motivation

* Adjunct: in which language

and content courses are linked through

instructor and curriculum coordination. Two separate courses are
conducted , but they are carefully linked.

* Sheltered: in which learners are taught the subject matter and the
language course work in English is modified to the students level of
proficiency.

*It involves communicative tasks in the target language.

*Activities that require comprehending, producing, manipulating, or
interacting in authentic language .

*Attention is oriented to meaning rather than form.

*Pair work and group work are often used.
*Tasks become increasingly complex and multifaceted at higher levels of
skill development when students are more able to handle such
transactions.

* In

both first and second language development, learners naturally

integrate the language skills for communicative purposes.

* Even

in ostensibly segregated-skill courses in second languages, in many

instances skills are actually integrated.

* Practice in one skill supports the development of other skills but does not
provide a total substitute for practice in those other skills.

* Content-based and task-based language instruction appear to be powerful

modes for uniting the language skills while at the same time conveying
knowledge and experience with communicative tasks.

* ESL

students have specific academic needs that relate to language

learning, and those needs require the integration of multiple language
skills in principled ways.

1.

Language skills can and should be integrated in ESL classes for the
purpose of providing extensive practice in real-life
communication.

2.

Titles of ESL courses should reflect the integration of skills that

actually takes place when communication occurs.

3.

In ESL programs at the post-secondary and adult levels, the best

combination for integrating language skills is the theme-based
and task-based instruction.

4.

Students need to encounter integrated-skill, authentic language

about many themes that engage their interest and heighten their
motivation. They must encounter these in the form of real-life
language tasks.