LA SALLE UNIVERSITY- SCHOOL OF EDUCATION SCIENCES BA IN SPANISH, ENGLISH AND FRENCH SUMMARY EVALUATION IN EFLT

Chapter on article: Oxford, R. (2001). Integrated Skills in the ESL/EFL Classroom. ESL Magazine, Washington DC. Eric. Clearing house on languages and linguistics. Chapter in book: Gulbahar, H. Beckett and Slater, T. (2005). The Project Framework: a tool for language, content, and skills integration. ELT Journal, (pp.108-116). UK: Oxford University press.
Main/Basic concepts Rebecca Oxford talks about teaching English as a second or foreign language (ESL/EFL) as tapestry woven from many strands such as teacher, learner, setting, and relevant languages. One of the most crucial of these strands consists of the four primary skills of listening, reading, speaking, and writing. Correspondingly, this strand also includes associated skills such as knowledge of vocabulary, spelling, pronunciation, syntax, meaning, and usage. Even so the most important part is that the skills being interwoven during instruction; this phenomenon is known as the integrated-skill approach. On the other hand, if this waving together does not occur, the strand would be discrete, segregated skill: parallel treads that do not support, or interact with each other. This is what is called segregated-skill approach or Language-based approach. Two forms of integrated-skill instruction are content-based language instruction, which emphasizes learning content through language; and task-based instruction, focus into the tasks that require communicative language use. Moreover, Project-based instruction is a valuable way to promote the simultaneous acquisition of language, content, and skills integration, which also establishes a direct link between language learning and its application (Legutke and Thomas 1991). Besides, as a tool, the Project Framework is influenced by Mohans knowledge Framework (Mohan 1986), which recognizes that ESL students actively construct a unique understanding of both their second language learning and their second academic culture learning by drawing on prior knowledge. The purpose is to show the students the language, content and skills development which occurs through project work. It has two components: the planning graphic and the project diary. In addition, the first component is the planning graphic which provide a structured frame to a project and allows learners to categorise relevant content, language skills for their project. The other component is the project diary which encourage students to reflect on the language, content and skills that they used during the week in their project. Furthermore, there is an application of the project framework, which is focused on the teacher that will be used in the project framework as a tool to help students understand their goals and plans. The idea is that teachers check students process to establish the effectiveness of the project framework for teaching language and skills. Finally, the importance that students are testimonies to how to the project framework was applied as a cultural tool to lend a hand students understand this new project-based. In order to, how to get higher consciousness about the integrate language, content and skills learning. Interesting data/information: The project framework: it is used as a meditation tool to help socialize students in a new way to understand the connection between language, content and skills. Final hint Help students become conscious in their learning process. Promote self-motivation by encouraging students to understand their goals and plans. Students: Diana Arambulo, Fhernanda Cuesta and Andrea Snchez

LA SALLE UNIVERSITY BA IN SPANISH, ENGLISH AND FRENCH EVALUATION IN EFLT Names: ____Luis Eduardo Reyes ______________________________ __________________________________________ Date: ____10-10-2012_____________________ Note:

Article: integrated skills in the ESL/EFL classroom. Oxford, R. (2001). Book: the project framework: a tool for language, content, and skills integration. Gulbahar, H. Beckett and Slater, T. (2005).

Instruction: Choose the correct option with a mark ().

1) The Segregated-Skill instruction emphasis _______________ a) Is providing resources to integrate strands. b) is not on learning for authentic communication.
c) is on the learning for authentic communication. d) Is supporting the teaching of the language 2) Which are the models of content-based? a) Them-based, adjunct, and sheltered. b) Them-communicated, adjunct, and setting. c) Language-variety and proficiency. d) Them-based, Language-variety. 3) Which of the following is true about Task- Based instruction? a) Evaluate the real impact of skills integration. b) Motivation of the learners and teachers. c) Students have to participate in a communicative task. d) The simultaneous acquisition of language, content, and skills integration

4) Which of the following is not one step of the integrating language skills?
a) Look for a variety of language skills integration. b) Reflect on their currant approach and evaluate the real impact of skills integration. c) Use materials which promote in real terms S.I. d) Language skills into a theme.

5) What are the two components in the project work? a) Portfolios and the planning graphic b) The planning graphic and the project diary.
c) The project diary and observations. d) Self- assessment and portfolios.

6) Which of the following is true about the project framework? a) The project framework is a tool to help students understand their goals and plans. b) The project framework describes students weaknesses and strengths. c) The project framework incorporate communication language though task. d) The project framework teaches language and content simultaneously.