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ED456670 2001-09-00 Integrated Skills in the ESL/EFL Classroom. ERIC Digest. ERIC Development Team Table of Contents If you're viewing this document online, you can click any of the topics below to link directly to that section. Integrated Skills in the ESL/EFL Classroom. ERIC Digest..................1 SEGREGATED-SKILL INSTRUCTION..................................... 2 TWO FORMS OF INTEGRATED-SKILL INSTRUCTION................ 3 ADVANTAGES OF THE INTEGRATED-SKILL APPROACH........... 5 CONCLUSION.................................................................. 6 -----................................................................................ 6 ERIC Identifier:ED456670 Publication Date:2001-09-00 Author:Oxford, a Source:ERIC Clearinghouse on Languages and Linguistics Washington DC. Integrated Skills in the ESL/EFL Classroom. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC One image for teaching English as a second or foreign language (ESL/EFL) is that of a tapestry. The tapestry is woven from many strands, such as the characteristics of the teacher, the learner, the setting, and the relevant languages (., English and the native languages of the learners and the teacher). For the instructional loom to produce a ED456670 2001-09-00 Integrated Skills in the ESL/EFL Classroom. ERIC Digest. Page 1 of 7 large, strong, beautiful, colorful tapestry, all of these strands must be interwoven in positive ways. For example, the instructor's teaching style must address the learning style of the learner, the learner must be motivated, and the setting must provide resources and values that strongly support the teaching of the language. However, if the strands are not woven together effectively, the instructional loom is likely to produce something small, weak, ragged, and pale--not recognizable as a tapestry at all. In addition to the four strands mentioned above--