INTEGRATING LSRW LANGUAGE

SKILLS IN ESL CURRICULUM

Dr. V.M. Subramanian

Assistant Professor
Department of Linguistics
Bharathiar University
Coimbatore-641046
Email.vmsuman@rediffmail.com
 LSRW
 ESL Curriculum
 Integrating Language Skills
 PRESENT ESL TEACHING METHODS
 Grammar Translation Method

 Computer aided language teaching

 TEACHING MATERIALS
 Text books
 Workbooks
 Computer aids
 Online Resources
 WHAT DO WE TEACH IN ESL?
 Language Skills
 Knowledge Skills
 Intelligence
 LANGUAGE SKILLS IN TEACHING
 Presentation
 Explanation
 Interaction
 Testing – Oral & Written
 SKILLS INTEGRATION
 Oral Skill Vs Literacy Skills
 Classroom activities in current ESL
 ACTIVITY BASED AND TASK BASED
TEACHING

 Activities for ESL students

 Task Methods and Performance
 ACTIVITY SAMPLES

 Using inquiry learning

In these activities, students investigate a topic of
their own choosing and teachers act as facilitators.
They identify a problem, hypothesize causes, design
procedures or experiments, and conduct research to
try to solve the problem. These activities work well
in science and social studies classes.
 INCLUDING INFORMATION GAP
ACTIVITIES

These activities, which include jigsaws, problem-solving,

and simulations, are set up so each student (in a class, or
more generally, in a group) has one or two pieces of
information needed to solve the puzzle but not all the
necessary information. Students must work together,
sharing information while practicing their language,
negotiating, and critical thinking skills.
ORGANIZE STUDENTS INTO SMALL GROUPS,
THEN SHARE WITH WHOLE CLASS

The teacher may announce the lesson topic for

the day and ask small groups of students to list
what they already know about it. After a few
minutes, the teacher has the groups share their
ideas with the class as a whole.
INCLUDE DISCUSSION OF STUDENT
EXPERIENCES

While introducing new topics in class, encourage

students to share knowledge they may already
have about the topic, along with any relevant
real-life experiences they may have had.
USE FILMSTRIPS, FILMS, VIDEOTAPES
AND AUDIOCASSETTES WITH BOOKS

Borrowing films and other audio-visual materials

from school/district media centers can help
improve a content lesson. It is useful to preview
the audio-visual materials before showing them to
the class, both for possible language difficulties
and misleading cultural information.
MEETING THE STUDENTS’ COGNITIVE
ACADEMIC NEEDS

In many instances, LEP students need coaching and practice

to improve their cognitive processing and production of content
material. In order to do so, it is important for teachers to build
upon the skills and knowledge students have already mastered.
Each lesson should include critical thinking and/or study skills.
Some of these skills may have been initially developed in the
students' first language and will transfer to English.
 LISTENING ACTIVITY

One way to focus students’ attention on developing real world listening

skills is through listening activities. This activity called _Eavesdropping"
developed by Porter and Roberts (1987) teaches strategies for listening.
Students are told that they are guests at a party and that they can eavesdrop
on conversations. They listen to short segments of real-world party
conversations and complete a worksheet in which they note down what
topic the people are talking about. They also indicate on the worksheet
whether they are interested in the topic or not. Follow-up activities could
include other eavesdropping in real-world settings where English is spoken
(or simulations of real world settings like watching an English conversation
on TV), taking notes on what is heard and reporting back to the class.
 LISTENING / VIEWING ACTIVITIES
Many creative approaches for using video in the classroom are given by Stempleski
and Tomalin (1990). One idea is through silent viewing of video clips to let students
consider what is going on and guess what the speakers are doing and saying. Another
approach would be for students to watch the beginning only of a video clip, and then
they must predict what will happen next. Also, teachers could present a video clip
through split viewing: half of the class sits with their back to the screen; half can see the
screen; and both groups can hear. Pairs then come together after the split viewing, and
create a story about what happened. In all activities like these, a task-based approach is
suggested. Teachers need to decide what, if any, language needs to be pre taught.
Students’ attention should be focused on particular viewing tasks. The teacher should
decide what particular language points are to be taught, what follow-up activities will
be used, and student worksheets need to be prepared. If possible, it is helpful to make
transcripts of the dialogue from the video clip for later review with the students.
* INTERACTIVE SIMULATIONS
* SOLVING A PROBLEM
* ROLE PLAY
* ACTIVITIES USING DRAMA, ROLE-PLAY
 THE ROLE OF TEACHERS IN
INTEGRATING LANGUAGE SKILLS
1. Having knowledge about the various ways to integrate language skills in the classroom (e.g., content-based, task-
based, or a combination).
2. Incorporating and integrating students in classroom interaction during instruction instead of one way teaching.
3. Providing opportunities to the students to reflect their ideas towards the current approach and integrate all the skills
so as to make them get involved
4. Materials need to be selected for integration of listening, reading, speaking, and writing, as well as the associated
skills of syntax, vocabulary.
5. Predicting, categorizing and inference are easily addressed in the warm-up and motivation phases of a lesson.
6. Sequencing, summarizing and justifying are skills which suit lesson reviews.
7. Observing, reporting and classifying can be done orally in writing or pictorially, fit nicely into presentation and
application phases.
8. When planning each lesson, teachers must create opportunities to focus on thinking skills. Thinking skills can be
developed through teacher-student questioning or through scheduled activities like problem-solving and decision-
making.
9. Providing practices on reading textbooks, completing worksheets, writing reports, doing library research, solving
mathematical and scientific word problems and use cooperative learning will help the learners in a better way.
 INCORPORATE THINKING SKILL
ACTIVITIES
Learners rapidly gain a true picture of the richness and
complexity of the English language as employed for
communication. Moreover, this approach stresses that English is
not just an object of academic interest nor merely a key to passing
an examination; instead, English becomes a real means of
interaction and sharing among people. This approach allows
teachers to track students' progress in multiple skills at the same
time. Integrating the language skills also promotes the learning of
real content, not just the dissection of language forms. (Enviado
por 2005)
 CONCLUSION

Integrating all language skills in ESL curriculum

provides a real time learning scenario that not only
enhances the interest of the learners but also provides
enough opportunities to enrich their total intelligences.
Learning language through known facts and with peer
groups provide more fun and confidence. A good lesson
plan with integrated language skills will undoubtedly
augment better results in ESL curriculum
THANK YOU