Dual Skills Approaches Dual Skills Approaches to Reading Instruction: to Reading Instruction:

Reading-Writing Reading-Writing Reading-Listening Reading-Listening Reading SpeakingReading Speaking

A Working Paper Presented at the A Working Paper Presented at the 2020thth World Congress on Reading, World Congress on Reading,

26 July 2004, Shangri-la Hotel, 26 July 2004, Shangri-la Hotel, ManilaManila

Melvin R. Andrade, Ed.D.Melvin R. Andrade, Ed.D.Sophia Junior College, Japan, andSophia Junior College, Japan, andAoyama Gakuin University, JapanAoyama Gakuin University, JapanE-mail: m-andrad@jrc.sophia.ac.jpE-mail: m-andrad@jrc.sophia.ac.jp

Intended audienceIntended audience

Teachers of EFL/ESL reading skills at Teachers of EFL/ESL reading skills at the intermediate level. Applicable to the intermediate level. Applicable to middle and high school, and college middle and high school, and college programs.programs.

Curriculum planners of such reading Curriculum planners of such reading programs.programs.

PurposePurpose

To present a model of how multiple To present a model of how multiple skills can be integrated in the reading skills can be integrated in the reading classclass

To review examples of how textbooks To review examples of how textbooks actually combine skills to teach readingactually combine skills to teach reading

Contents OverviewContents Overview Difference between a discrete EFL/ESL "reading Difference between a discrete EFL/ESL "reading

class" and an EFL/ESL "integrated skills" classclass" and an EFL/ESL "integrated skills" class

How purpose, level, ability and other variables How purpose, level, ability and other variables affect the amount of time devoted to reading, affect the amount of time devoted to reading, writing, speaking, and listeningwriting, speaking, and listening

Appropriateness of certain skill combinations: Appropriateness of certain skill combinations: reading-writing vs. reading-listening vs. reading-writing vs. reading-listening vs. reading- speakingreading- speaking

Examples and analysis reading textbooks for Examples and analysis reading textbooks for non-native learners from the viewpoint non-native learners from the viewpoint combining skillscombining skills

Background 1Background 1

Classroom reading activities fall into Classroom reading activities fall into two broad categories, an two broad categories, an inputinput phasephase and an and an output phaseoutput phase, and these in turn , and these in turn can be further classified into can be further classified into socially socially interactiveinteractive and and independentindependent activities: activities:

Learners listen to their teacher read a Learners listen to their teacher read a story aloud. They read silently. They story aloud. They read silently. They respond to comprehension questions respond to comprehension questions orally and in writing. They discuss orally and in writing. They discuss what they read.what they read.

Background 2Background 2

Although reading is by definition an Although reading is by definition an encounter with written language, reading encounter with written language, reading instruction necessarily involves instruction necessarily involves multiple multiple skills and modalitiesskills and modalities (listening, speaking, (listening, speaking, reading, and writing). While numerous reading, and writing). While numerous possibilities exist for combining the four possibilities exist for combining the four basic language skills in a reading class, basic language skills in a reading class, the focus always remains on developing the focus always remains on developing independent readers who can get meaning independent readers who can get meaning from the printed page. from the printed page.

Pedagogical issuesPedagogical issues

The The interdependenceinterdependence of skills in the of skills in the reading class raises a number of reading class raises a number of questions, both practical and questions, both practical and theoretical, of interest to classroom theoretical, of interest to classroom teachers and researchers. In reading teachers and researchers. In reading classes where the goal is to develop classes where the goal is to develop skillful independent readers, some skillful independent readers, some questions needing to be considered are questions needing to be considered are the following:the following:

１１ . What is the difference between . What is the difference between an an EFL/ESL “reading class” EFL/ESL “reading class” 　　 and and an an EFL/ESL "integrated skills" class? EFL/ESL "integrated skills" class?

2. In a "reading class," how do 2. In a "reading class," how do purpose, purpose, level, ability and other variables level, ability and other variables affect the amount of time affect the amount of time devoted to devoted to reading, writing, speaking, and reading, writing, speaking, and listening? listening?

3. Are certain combinations of skills 3. Are certain combinations of skills more appropriate than others: more appropriate than others: reading-writing vs. reading- reading-writing vs. reading-listening listening vs. reading- speaking? vs. reading- speaking?

The present ongoing study The present ongoing study considers these and other considers these and other questions primarily within the questions primarily within the context of context of second- and foreign-second- and foreign-language reading classeslanguage reading classes at the at the intermediate levelintermediate level, although the , although the findings to a large extent can findings to a large extent can apply to first-language classes as apply to first-language classes as well.well.

Model BuildingModel Building

To answer the questions above, a two-part To answer the questions above, a two-part model was constructed. model was constructed.

The first part, The first part, Fig. 1Fig. 1, presents an analysis , presents an analysis of of course formatscourse formats for teaching English skills for teaching English skills (EFL/ESL). (EFL/ESL).

The second part, Fig. 2, presents an The second part, Fig. 2, presents an analysis of language input-outputanalysis of language input-output in dual- in dual-skill combination courses, which is the skill combination courses, which is the principal focus of this study. principal focus of this study.

Figure 1: Figure 1: Course Formats for Teaching EFL/ESL Skills Course Formats for Teaching EFL/ESL Skills

1-1 1-1 Integrated Skills CourseIntegrated Skills Course

All skills are All skills are taught in the taught in the same course: same course: Listening, Listening, Speaking, Speaking, Reading, Writing, Reading, Writing, Pronunciation, Pronunciation, etc.etc.

Perhaps best for Perhaps best for lower- and middle- lower- and middle- ability learners, but ability learners, but also possible with also possible with upper-ability upper-ability learners.learners.

Figure 1: Figure 1: Course Formats for Teaching EFL/ESL Skills Course Formats for Teaching EFL/ESL Skills

1-2 1-2 Discrete General Skills Discrete General Skills CoursesCourses

Each course Each course emphasizes one skill emphasizes one skill area (although other area (although other skills are included to skills are included to some extent):some extent):

PronunciationPronunciation ListeningListening SpeakingSpeaking ReadingReading Writing Writing

Perhaps best for (1) Perhaps best for (1) middle- and higher-ability middle- and higher-ability learners, and (2) English learners, and (2) English majors who need in-depth majors who need in-depth practice in all skills.practice in all skills.

Courses may include both Courses may include both intensiveintensive learning for learning for mastery and mastery and extensiveextensive learning for fluency.learning for fluency.

Courses may be Courses may be narrownarrow (one topic area) or (one topic area) or broadbroad (covering many topics) in (covering many topics) in scope. scope.

Figure 1: Figure 1: Course Formats for Teaching EFL/ESL Skills Course Formats for Teaching EFL/ESL Skills

1-3 1-3 Discrete Specific Skills Discrete Specific Skills CoursesCourses

Each course Each course emphasizes one emphasizes one particular skill in a particular skill in a skill area. Examples:skill area. Examples:

Letter writing Letter writing Reading newspapersReading newspapers Rapid ReadingRapid Reading English for TravelersEnglish for Travelers Vocabulary Vocabulary

Development Development

Perhaps best as Perhaps best as elective courses elective courses for middle- and for middle- and higher-ability higher-ability learners, but can learners, but can be taught at be taught at multiple levels. multiple levels.

Figure 1: Figure 1:

Course Formats for Teaching EFL/ESL SkillsCourse Formats for Teaching EFL/ESL Skills 1-4 1-4 Two-Skill CoursesTwo-Skill Courses

Each course emphasizes Each course emphasizes two particular skillstwo particular skills combined either as combined either as receptive-receptive, receptive-receptive, productive-productive, or productive-productive, or receptive-productive receptive-productive depending on the purpose depending on the purpose and level of the course: and level of the course:

　　　　　　 Listening & SpeakingListening & Speaking Listening & ReadingListening & Reading Listening & WritingListening & Writing Reading & SpeakingReading & Speaking Reading & WritingReading & Writing Writing & Speaking Writing & Speaking

Application . . .Application . . .

. . . These combinations may be most suitable for tea. . . These combinations may be most suitable for teaching certain specialized skills for middle- and upper-ching certain specialized skills for middle- and upper-ability learners. Perhaps they are not suitable for loweability learners. Perhaps they are not suitable for lower-ability learners. Examples:r-ability learners. Examples:

Listening & Speaking → Conversational skillsListening & Speaking → Conversational skillsListening & Reading → Drama, poetryListening & Reading → Drama, poetryListening & Writing → Note-taking for lecturesListening & Writing → Note-taking for lecturesReading & Speaking → DebateReading & Speaking → DebateReading & Writing → Research reports, lettersReading & Writing → Research reports, lettersWriting & Speaking → Public speakingWriting & Speaking → Public speaking

Figure 1: Figure 1:

Course Formats for Teaching EFL/ESL SkillsCourse Formats for Teaching EFL/ESL Skills

1-5 1-5 English Skills Through Content English Skills Through Content LearningLearning

A variant of the A variant of the integrated skills course integrated skills course focusing on one subject focusing on one subject area and normally area and normally taught entirely in taught entirely in English. The emphasis English. The emphasis is on the use and is on the use and learning of English learning of English rather than on mastery rather than on mastery

of the subject. of the subject.

Most suitable for Most suitable for middle and upper middle and upper ability learners. ability learners. Courses are counted Courses are counted as as English coursesEnglish courses (practical seminars) (practical seminars) not subject matter not subject matter courses (history, courses (history, science, etc.) science, etc.)

Figure 2. Analysis of Figure 2. Analysis of Language Input-Output in Language Input-Output in Dual-skill Combination Dual-skill Combination CoursesCoursesRefer to handout (OHP).Refer to handout (OHP).

Application of the ModelApplication of the Model

Based on this model, the next phase Based on this model, the next phase of the study involves the of the study involves the content content analysisanalysis of actual textbooks to of actual textbooks to answer the following four questions:answer the following four questions:

1. What 1. What kindskinds of listening, writing, of listening, writing, and speaking activities are included and speaking activities are included as part of the reading lesson? as part of the reading lesson?

2. Which of these supporting skills 2. Which of these supporting skills are are emphasizedemphasized, and how closely are , and how closely are they they related to the textrelated to the text? ?

3. What theoretical or pedagogical 3. What theoretical or pedagogical positionposition do they reflect? do they reflect?

4. How do reading textbooks intended 4. How do reading textbooks intended for an for an international audienceinternational audience differ differ from those intended for a from those intended for a specific specific linguistic-cultural grouplinguistic-cultural group (in this case, (in this case, Japanese learners of English)?Japanese learners of English)?

MaterialsMaterials

A variety of recent and legacy materials A variety of recent and legacy materials are being examined including are being examined including reading reading textbookstextbooks for EFL/ESL learners in general for EFL/ESL learners in general (U.S. and international editions) and (U.S. and international editions) and textbooks produced in Japan for Japanese textbooks produced in Japan for Japanese learners. learners. Integrated skillsIntegrated skills textbooks and textbooks and content-basedcontent-based textbooks are also being textbooks are also being included. A working list appears in the included. A working list appears in the reference section.reference section.

Data analysisData analysis

The content analysis involves categorizing aThe content analysis involves categorizing and tallying the different types of nd tallying the different types of pre- pre- andand po post-activitiesst-activities associated with each reading ta associated with each reading task in relation to the reading skills being focsk in relation to the reading skills being focused on . . . used on . . .

. . . The analysis distinguishes between . . . The analysis distinguishes between tasktask-type -type (e.g., multiple-choice, fill-in-the-blank) a(e.g., multiple-choice, fill-in-the-blank) and nd task purposetask purpose (e.g., identifying the main id (e.g., identifying the main idea, drawing an inference) . . .ea, drawing an inference) . . .

. . . In the case of integrated-skills textbooks, the . . . In the case of integrated-skills textbooks, the entire entire flow of the lessonflow of the lesson is examined. In addition t is examined. In addition to the analytical scheme proposed above, there aro the analytical scheme proposed above, there are numerous e numerous taxonomies of reading taskstaxonomies of reading tasks that this that this study draws on (e.g., Hadley, 2001, p. 206).study draws on (e.g., Hadley, 2001, p. 206).

Partial Partial PreliminaryPreliminary Results Results

Overall and not surprisingly, the range of Overall and not surprisingly, the range of tasks across textbook types is similar. The tasks across textbook types is similar. The predominating tasks are predominating tasks are multiple-choice multiple-choice questions, true-false questions, matching questions, true-false questions, matching tasks, fill-in the blank,tasks, fill-in the blank, and and open-ended open-ended questionsquestions. .

There is There is great variationgreat variation, however, among , however, among individual textbooks in the individual textbooks in the numbernumber and and varietyvariety of activities. of activities.

Generally speaking, reading textbooks for Generally speaking, reading textbooks for Japanese learners tend to emphasize Japanese learners tend to emphasize grammargrammar and and vocabularyvocabulary practice, and practice, and focus on identifying focus on identifying main ideasmain ideas and and detailsdetails. .

Further, the number of Further, the number of pre- pre- andand post- post-activitiesactivities appears to be appears to be lessless than in readers than in readers for international learners .for international learners .

In particular, In particular, pre-reading activitiespre-reading activities

- to activate or build background - to activate or build background knowledge, knowledge,

- to encourage predicting, or - to encourage predicting, or

- to set a purpose for reading - to set a purpose for reading

are are frequently absentfrequently absent..

However, more recently published However, more recently published books for Japanese learners are books for Japanese learners are showing both a greater number and showing both a greater number and more variety of activities.more variety of activities.

In contrast to stand-alone reading textbooks, In contrast to stand-alone reading textbooks, integrated-skills textbooksintegrated-skills textbooks show show considerable variation in the considerable variation in the placement, placement, length,length, and and handlinghandling of their reading skills of their reading skills component. Some books place the passage component. Some books place the passage at the beginning and others at the end, of at the beginning and others at the end, of the lesson, and the numberthe lesson, and the number and variety of and variety of learning taskslearning tasks vary widely vary widely. .

The role of the passage in the lesson also The role of the passage in the lesson also shows variation; that is, whether it is used: shows variation; that is, whether it is used:

1. to 1. to introduceintroduce the lesson, the lesson,

2. to 2. to consolidateconsolidate the lesson, the lesson,

3. to 3. to serve as aserve as a modelmodel for grammar and for grammar and vocabulary practice, vocabulary practice,

4. to 4. to serve as aserve as a promptprompt for speaking for speaking activities, oractivities, or

5. to 5. to build upbuild up background knowledgebackground knowledge for a for a listening activity. listening activity.

Further results: (abbreviated)Further results: (abbreviated)

ReferencesReferences

Available on the handout or by e-mail:Available on the handout or by e-mail:

m-andrad@jrc.sophia.ac.jpm-andrad@jrc.sophia.ac.jp

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