Integrating Skills in Core Curriculum English Classes丂(2006.09.01)

丂Foreign language courses are often divided into separate skills: the four skills of speaking, listening, reading, or writing. Much current thinking, however, advocates more integrated approaches to language teaching. Sogo Eigo I (Speaking) and Chukyuu Eigo 2 (Speaking and Writing) are also skills-based courses, but I try to incorporate something of an integrated approach into them.
丂In Sogo Eigo, the main emphasis is on speaking, but to achieve the students' speaking goals乗the presentation of short talks on a given topic乗speaking is integrated with reading, listening, and writing, thus creating a four skills framework for the course. First, students read and listen to a dialogue or passage on some (hopefully) interesting topic, such as lifestyle, family, relationships, social problems, or other such issues. Then they try to formulate their ideas and opinions on the topic through pair and group discussions. Their homework is to write a short speech on the topic and bring it to the next class. In the next class, they give their talks in small groups, after which each group chooses one person to present her speech to the whole class. Following the talk, we have a short question and answer period.
丂Thus, while Sogo Eigo is a speaking class, students have a chance to practice the four skills in a contextualized situation. They can also develop public speaking skills, as each student is required to speak in front of the class at least once. In my experience, the Q and A period provides some of the best moments of the class, as well as some of the most awkward. It's awkward when students can't think of any questions to ask, which sometimes happens-but it's great when, following their prepared talk, students get into a natural exchange regarding the topic. This also happens.
丂Chukyuu Eigo is designed as an integrated skills course-speaking and writing-though the main purpose is to practice English academic writing. As with Sogo, it is built around a series of topics. Students start by reading model essays on the topic. We then analyze the essays and study the principles of organization for writing academic English. Students also discuss the topic in groups. Their homework is to write a first draft of an essay and bring it to the next class, at which time they exchange essays and comment on their partner's essay by answering a list of questions. They then write a second draft of the essay as homework and give it to the teacher (me) for comments and advice. The final project for this class is a portfolio-students pick three of their essays and write a third and final draft for them.
丂Writing is usually perceived to be the hardest language skill. In this class, students discover that English writing is actually something they can do. The key to good writing is rewriting-revising papers and producing second and third drafts. Students appreciate the feedback they get on content and errors, and the sense of accomplishment they get from producing decent English essays.