Going Beyond the 4 Skills.

The EFL and ESL classes have been traditionally applied through a process of separating the skills along the classes. We would have classes which students practice reading and writing, speaking and listening in a segregated way as if it was possible to keep these features of language apart from each other all the time. In this segregated-skill approach, the mastery of discrete language skills such as reading and speaking is seen as the key to successful learning, and language learning is typically separate from content learning (Mohan, 1986). This is contrary to the integrated way that people use language skills in normal communication, and it clashes with the direction in which language teaching experts have been moving in recent years. A possible explanation for this practice is that classes were always seen as instructional activities, so language classes fit into a previous notion of what the setting for a class should be; or because traditional teachers believe that it is instructionally impossible to concentrate on more than one skill at a time. Also the textbooks tended to follow the same logistical segregated content which reinforced for many years the practices of ESL/EFL learning all over the world. The main problem with this practice was that it would compromise students’ autonomy and confidence due to fragmented sequels of classes and structuralized practices.
A way to change all this should be to integrate the skills in the teaching and learning processes. Two types of integrated-skill instruction are content-based language instruction and task-based instruction. The first of these emphasizes learning content through language, while the second stresses doing tasks that require communicative language use. Both of these benefit from a diverse range of materials, textbooks, and technologies for the ESL or EFL classroom.
In content-based instruction, students practice all the language skills in a highly integrated, communicative way while learning content such as science, mathematics, and social studies. Content-based language instruction is valuable at all levels of proficiency, but the nature of the content might differ by proficiency level. It bring s to the classroom a more realistic approach because students will relate their classes to their lives not thinking about language all the time.
In task-based instruction, students participate in communicative tasks in English. Tasks are defined as activities that can stand alone as fundamental units and that require comprehending, producing, manipulating, or interacting in authentic language while attention is principally paid to meaning rather than form (Nunan, 1989). It is a progressive process in which students will be able to develop their skills according to a range of different tasks according to a given situation. It requires different levels of proficiency which should be applied as challenges progressively according to the learner’s level of accuracy and fluency.
The advantages of such approach is that students may be seen as a real learner due to real content experience rather than experiencing language as a form or set of rules to be digested through traditional tests. Exposures to real tasks make students aware to their needs and stage of learning. With careful reflection and planning, any teacher can integrate the language skills and strengthen of language teaching and learning.