Working on selected social studies texts with EFL upper-intermediate learners: combining oral and reading skills
Working on selected social studies texts with EFL upper-intermediate learners: combining oral and reading skills
Data
2015
Autorzy
Parczewski, Sebastian
Tytuł czasopisma
ISSN czasopisma
Tytuł tomu
Wydawca
Państwowa Szkoła Wyższa im. Papieża Jana Pawła II w Białej Podlaskiej
Streszczenie
There have been many approaches to teaching English, be it as a foreign
or as a second language. Some of them, such as Communicative Language
Teaching (CLT), put an emphasis on enhancing communicative competence in
EFL classrooms, or advocate learning through the sense of touch as in the case
of Total Physical Response (TPR). The last decades, however, have witnessed
a prolonged interest in an approach called Content Based Instruction, Content-
Based Language Teaching or Content and Language Integrated Learning. Both
ELT theoreticians and practitioners have been influenced by the key assumption
of CBI/CLIL according to which language and content are inextricably
linked to each other, and therefore cannot be separated in the teaching and
learning process.
As it is claimed that social studies is the most suitable subject for language
and content integration (King and Terry, 1995), the prime aim of the present
chapter is to give an account of the way in which the integration of oral interaction
and reading skills might be adopted as a general procedure in planning
a set of EFL lessons based on social studies texts. This will be done by discussing
an action research study conducted by the present author in one of Lublin
upper-secondary schools.
Opis
Słowa kluczowe
communicative language teaching,
content based instruction,
communicative language
teaching,
English as a foreign language,
social studies