Article details
The following are details of the article reviewed
- Title
Implementing a Holistic Teaching in Modern ELT Classes:
Using Technology and Integrating Four Skills.
- Journal
MPRA Paper No. 20707
- Author
Arslan Aykut (2008)
- Source
Munich Personal RePEC Archive.
Available at: http://mpra.ub.uni-muenchen.de/20707 (abstract, html),
http://mpra.ub.uni-muenchen.de/20707/1/MPRA_paper_20707.pdf (full text, PDF).
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Article Summary
This paper explores the framework of which approach to language teaching is required to integrate with technology, specifically in ELT classes. Based on reviews of English Language Teaching (ELT) and Computer Assisted Language Learning (CALL) literature, the article argues that there is need for a holistic approach in integrating the four language skills: listening, speaking, reading and writing. Integration of the four skills is argued to be necessary for effective language learning since the "language skills are not used separately in real life" (Mohan, 1986).
Speaking of holistic approach, the article mainly discusses on how the integration of technology can facilitate the integration of all four skills into language teaching. These are suggestions of what methods the language can adopt for their classroom. For example, the content-based approach suggests that "language learning can occur during the learning of content such as science, social studies and mathematics (Aykut, 2008). Learning of the particular content may involve the use of multimedia such as visual aids, movies and most importantly, hypermedia.
Furthermore, the article discusses on the teachers role in the integration. The use of technology is believed to be able to provide an optimal environment for language learning. Teachers will act as a mediator for student interaction using technology. They will make sure the lesson runs smoothly and allow students to be independent learners.
Above all, integration of the four skills requires the use of technology. Technology is capable of creating an authentic learning environment where all four skills are combined and provide learner autonomy. In the end, teaching of language is no longer compromised in favour of teaching content.
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Article Review
During the course of my studies as a teacher trainee, we are always reminded that a good ESL lesson should integrate two or more language skills. No aspect of the language should be taught as a separate subject. For example, teaching the English Literature Component should be treated as another ESL lesson – which must include the emphasis of teaching listening, speaking, reading and writing. This shows that content learning must not compromise the learning of language skills.
In addition, the article also discusses on the focus of content in language teaching. This is parallel with the recent development in the Malaysian education system: the need for other highly content based subjects to be taught in English. The result is the introduction of EteMS (English for Teaching Mathematics and Science). This is a good example of how the language skills can be exercised in content based subjects. Language teachers must realize that language is not just knowledge itself, as it is a skill which needs to be practiced across context and subject matter. The teaching of Mathematics and Science in English demonstrates how language learning can be emphasized by using the various contexts and subjects matter.
I am a teacher who believes in the importance of accuracy in language, as well as fluency. The article advocates making technology an integral part of language teaching. It is meant to provide learners with authentic language environment, ideal for communicative language teaching and learning. Teachers must recognize the students' need to be ahead of their game. Today, ICT skills are valuable to allow for wider job opportunities. Therefore, the integration of technology is expected to provide students the necessary exposure of handling ICT based task. The use of hypermedia ("a hypertext system that supports linking of graphics, audio and video elements", Microsoft Encarta 2005) enables self-access learning thus promoting learning autonomy. Even more, it provides authentic language contexts which integrate a number of language skills such as taking notes from a video and processing information from audio material. Consequently, I am led to believe that accurate is when the right form of language used according to the situation which it is expected to be used thus ruling out the sense of accurate according to an English textbook.
As a teacher, we always look for ways to improve our teaching methods. Technology can be used to give teachers an edge in teaching. However, the integration between holistic language teaching and the use of technology has its drawbacks. It is very common to hear that teachers gripe about the implementation of technology: that it is very fussy and inconvenient. Learning institutions have to deal with limitations of implementing technology into lessons. These limitations vary from lack of technical skills, lack of equipment and simply because it took precious time to prepare. Active integration of technology in teaching is feared to create a gap between well-equipped institutions and ill-equipped institutions. There are concerns regarding the financial implications of implementing the latest technology in schools and it indicates not all schools can receive the benefits.
To conclude, using technology to integrate the four language skills is a necessary step in keeping up with the latest global advances and development. The availability of various media forms enables activities which require simultaneous emphasis of reading, writing, listening and speaking necessary. Technology also promotes the benefits of self-access learning – granting students autonomy to control their pace and path of learning. However, implementation of technological application is always hindered by limitations; administrative, logistically and financially.
"Without Language, Knowledge Cannot Be Conquered"
Reviewed by: Irwan Huzen Matusin (2006208046), February 2010
Reference(s)
- Choong Kam Foong, PhD. (2004). English for Teaching Mathematics and Science: From Concept to Implementation. Retrieved from: [http://www.eltcm.org/eltc/Download/paperbank%20PDFs/English%20for%20the%20Teaching%20of%20Mathematics%20and%20Science%20paper.pdf] on Feb 27th 2010.
