Integrated approach in the EFL classrooms the practice in Guinea-Conakry

Abstract

Teaching English as a second or foreign language requires developing the four skills (reading, writing, listening and speaking), in conjunctive manner to help learners to attain the language proficiency. Integrated skills approach (ISA) is relevant in both, ESL and EFL contexts in terms of English teaching and learning. It helps the teaching and learning process to be smooth and it promotes learners’ fluency and increases their communicative competence. The aim of this study is to examine teachers’ perceptions about the integrated skills approach, and also identify the methodologies that they use to teach the 4 language skills in Guinea-Conakry. That is to find out their thoughts about ISA, and their classrooms practices in teaching the four skills. The study took place in a Catholic private school called Saint-André, located in the central region of Guinea. A qualitative approach, with a case study design was used for the study. To collect relevant data, interviews and classroom observation were the main instruments, and purposeful sampling technique was used to select the respondents of the study. The population was 672 students and 7 EFL teachers. The selected sample was fifty-five (55) students, (nineteen (19) females and thirty-six (36) males) and five (5) teachers. The results of this case study research showed that teachers have positive insights/perceptions about skills integration. The study also revealed that despite the fact that teachers have positive perceptions on ISA, they adopt the segregated skills teaching approach. In classrooms the reading, writing, listening and speaking are mostly taught in isolation, and the integration that occurs, is often little and insignificant to increase students’ fluency. Other findings revealed that the teachers’ practices (skills segregation) are linked to the fact that they are not quite aware of the integrated skills approach. English teachers should follow the path that has been traced by modern linguists, who call for language teaching for communicative purpose. Language teachers should not break down or separate the language primary and sub-skills during the lessons. School authorities should provide teachers with appropriate textbooks which are designed to integrate or mix the language skills. Curriculum and syllabuses should be adapted to the communicative language teaching (CLT) which requires language skills integration during lessons delivery. That would be beneficial not only for teachers but also for learners to attain their learning goals.