"If the strands are not woven together effectively and well, the instructional loom will likely produce something small, weak, ragged, and pale and not recognisable as a tapestry at all " (Oxford, 2001).
This quotation metaphorically underscores the importance of effective, well-integrated instructional strategies in the educational process. Comparing the process to a loom emphasises that if the different strands of instruction are not woven together correctly, the outcome will be unsatisfactory.
The "strands" mentioned in the quotation represent various instructional components, such as lesson plans, teaching methods, learning materials, assessments, and student engagement. When these components are not effectively integrated, the instructional process becomes fragmented, resulting in a weak and inadequate outcome.
The phrase "something small, weak, ragged, and pale" suggests that poor instructional integration will yield a result that lacks substance, cohesion, and vitality. It signifies that learners will need a more comprehensive and enriching educational experience. Furthermore, the mention of not being recognisable as a tapestry suggests that the intended goal of producing a cohesive and meaningful educational outcome will not be achieved.
Overall, this quotation reminds us of the importance of thoughtful and integrated instructional design. It highlights the need for educators to carefully weave together diverse instructional elements to create a rich, meaningful educational tapestry for learners.
"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 quotation highlights a perspective on language learning that distinguishes it from content learning and emphasises the importance of mastering specific language skills for successful language acquisition.
The quotation suggests distinguishing between acquiring language skills, such as reading and speaking and developing content knowledge. This implies that language learning is often viewed as separate from learning other subjects or content areas.
Furthermore, the quotation asserts that mastering discrete language skills, such as reading and speaking, is crucial for successful language learning. It implies that these skills are considered foundational and essential to overall language proficiency. It suggests that learners focus on developing these discrete language skills to become proficient in a particular language.
The quotation reflects a traditional approach to language learning, prioritising the acquisition of discrete language skills over integrating language learning with content learning. It suggests that language learning is a distinct domain requiring specific attention and instruction.
Overall, this quotation highlights the perspective that successful language learning relies on mastering discrete language skills and that language learning is often approached separately from content learning. However, it is essential to note that this may not represent all views on language learning, as different methodologies and approaches may prioritize integrating language and content learning.
Hinkel (2006) noted, “In an age of globalization, pragmatic objectives of language learning place an increased value on integrated and dynamic multiskill instructional models with a focus on meaningful communication and the development of learners’ communicative competence” (p. 113).
Hinkel (2006) speaks to the changing landscape of language learning in the context of globalisation.
Globalisation: The interconnectedness of the world, in which communication and interaction across cultures and languages become increasingly important.
Pragmatic objectives of language learning: In this globalised era, the goals of language learning are becoming more practical, focused on real-world application rather than just academic proficiency.
Integrated and dynamic multiskill instructional models: Suggests that language learning methods should encompass various skills (listening, speaking, reading, writing) in an interconnected way, adapting dynamically to the changing needs and contexts of communication.
Focus on meaningful communication: This approach emphasises the importance of learning the language theoretically and using it effectively to convey ideas, thoughts, and emotions.
Development of learners’ communicative competence: This indicator aims to nurture learners' ability to communicate proficiently and appropriately in diverse situations, rather than solely focusing on grammar and vocabulary.
Hinkel highlights the need for language-learning methods beyond traditional approaches, emphasising practical, dynamic, and integrated strategies that prioritise effective communication in a globalised world.
Sources:
Hinkel, E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly, 40(1), 109-131. https://doi.org/10.2307/40264513
Mohan, B. (1986). Language and content. Addison Wesley. https://tinyurl.com/27uymj8h
Oxford, R. (2001). Integrated Skills in the ESL/EFL Classroom. ERIC Digest. https://tinyurl.com/2peaocfz
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