Developing Language Skills in the Classroom: A Comparative Analysis of Two Educational Units

 Introduction

This exercise aims to analyze how language skills, both oral and written, can be developed effectively in the classroom. By examining Unit 7 from Bachillerato Made Easy 2 (Richmond Publishing) and the unit titled Botellón!, we seek to understand how students can learn to communicate effectively in various contexts. The primary goal is to help learners navigate how, when, and where to communicate their thoughts, feelings, and ideas, while considering sociolinguistic and cultural aspects. Mastery of these skills is vital, as language is essential for interacting with and shaping one's environment. Effective communication enables individuals to express, preserve, and exchange ideas, which in turn helps them understand and be understood by others.

Learning Theories and Approaches

Both coursebooks adopt the Communicative Approach, which prioritizes real communication and promotes the effective exchange of meaning. According to Arzamendi, Ball, and Gassó (n.d.), the Communicative Approach is better understood as a set of methodologies rather than a single method. This is reflected in the Bachillerato Made Easy 2 and Botellón! books, which integrate a variety of teaching strategies that have evolved over the past two decades. The books adopt a multi-syllabus approach, blending the two-tier structure of Wilkins' notion-function framework with the four competencies outlined by Canale and Swain (1980), including grammatical, sociolinguistic, discourse, and strategic competences. Additionally, the books incorporate principles from the Lexical Approach, as described by Lewis (1993), and task-based learning (TBL) activities, inspired by Prabhu’s work.

Language Instruction

Both units present language in context, but they differ in how they approach grammar and language use. Bachillerato Made Easy 2 follows an inductive approach, where students discover grammatical rules through context rather than receiving explicit instruction. For instance, on page 64, students are tasked with identifying irregular comparatives and superlatives within a reading passage. This method encourages learners to deduce language patterns independently. Similarly, the Botellón! unit introduces language implicitly, guiding students through examples to express their opinions diplomatically using modal verbs such as "should" and "could."

Integrating the Four Skills

The integration of the four language skills (reading, writing, speaking, and listening) is another key feature of both units. In Bachillerato Made Easy 2, activities are designed to connect reading with writing and speaking. For example, on page 63, students read a text and then write a report on what people said. This connection between reading and writing is also seen in the listening tasks, where students listen to a report and answer questions based on their comprehension. Similarly, Botellón! integrates the skills by having students engage in reading and writing activities related to discussions on social issues. For instance, on pages 71-72, students read, analyze, and write arguments about the legalization of cannabis.

Despite the integration of skills in both units, Botellón! encourages more critical thinking. In contrast to the literal comprehension questions in Bachillerato Made Easy 2, such as identifying facts in a text, Botellón! prompts students to provide more thoughtful responses, such as describing differences in discussions. As Nunan (as cited in Hinkel, n.d.) argues, effective integration involves using authentic language models and encouraging continuity between comprehension and production.

Writing Skills

The Bachillerato Made Easy 2 book emphasizes a process-oriented approach to writing. This approach focuses on the stages of writing—planning, organizing, composing, drafting, and revising (Lynch, 1996). For example, students are asked to write a 120-word opinion essay on page 66, where they are guided through the process of generating ideas, organizing them, and reviewing their drafts. This approach helps students become effective writers, focusing on the journey rather than just the end product.

In contrast, the writing activities in Botellón! focus more on producing language to participate in debates and discussions. While the tasks in Botellón! may not offer the same detailed guidance as in Bachillerato Made Easy 2, they encourage students to use language functionally, writing to support or oppose ideas. This aligns with Penny Ur's (as cited in Harris and Ball, n.d.) view that writing can be a means to an end, especially in contexts like debates.

Reading and Listening Skills

Reading and listening are critical for both L1 and L2 development. Widdowson (as cited in Harris and Ball, n.d.) differentiates between genuineness and authenticity, noting that authenticity in language learning refers to the relationship between the reader/listener and the text. In Bachillerato Made Easy 2, while the texts are genuine, the tasks often limit students' ability to engage with the text authentically. For example, on page 63, students are asked to report what people said, which does not encourage an authentic response. On the other hand, Botellón! provides more opportunities for authentic engagement, such as expressing agreement or disagreement with the text’s viewpoints.

Grellet (1981) argues that text simplification does not always make a text more accessible; rather, the difficulty often lies in the types of tasks learners are asked to complete. In Bachillerato Made Easy 2, texts are not simplified linguistically, but the accompanying activities often reduce the potential for meaningful engagement. In contrast, the Botellón! unit keeps texts genuine and encourages students to react to them in a meaningful way.

Speaking Skill

Both coursebooks provide opportunities for students to develop speaking skills, although the types of activities vary. In Bachillerato Made Easy 2, students are encouraged to use prior knowledge to discuss personal experiences related to themes like friendship and school issues. These activities, which include problem-solving discussions, help learners express their thoughts and engage with others. Similarly, Botellón! incorporates problem-solving tasks and culminates in group discussions where students debate the pros and cons of social issues, further developing their speaking abilities.

Activity Types

The activities in both units aim to develop comprehension, vocabulary acquisition, and critical thinking. However, in Bachillerato Made Easy 2, students are often asked to focus on specific factual information, whereas Botellón! engages students more fully by requiring them to react to the text and express personal opinions.

Conclusion

After analyzing both units, it is evident that both books aim to develop active, participatory learners by promoting the integration of all four language skills. The activities reflect real-life communication situations, where language skills are interconnected and necessary for effective interaction. However, the Botellón! unit stands out due to its authentic and communicative approach, which better fosters student engagement and critical thinking.

The Choice

Ultimately, Botellón! is preferred over Bachillerato Made Easy 2 for several reasons. While the latter focuses on grammatical functions and an inductive approach, its activities tend to be less engaging and authentic. In contrast, Botellón! offers more meaningful, communicative activities that encourage critical thinking and real-world application of language skills. Furthermore, the integration of the four skills in Botellón! is more cohesive, making it a more effective resource for language learning.

References

Arzamendi, J., Ball, S., & Gassó, F. (n.d.). Developing language skills in the classroom. FUNIBER.

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.

Grellet, F. (1981). Developing reading skills. Cambridge University Press.

Harris, T., & Ball, P. (n.d.). Developing language skills in the classroom. FUNIBER.

Hinkel, E. (n.d.). Integrating the four skills: Current and historical perspectives. Retrieved September 21, 2015, from http://www.elihinkel.org/downloads/integrating_the_four_skills.pdf

Lynch, T. (1996). The process approach to writing: A way to teach good writers. Cambridge University Press.

Lewis, M. (1993). The lexical approach: The state of ELT and a way forward. Language Teaching Publications.

Nunan, D. (2004). Task-based language teaching. Cambridge University Press.

Penny Ur, P. (n.d.). The nature of writing: Product vs. process. In Harris & Ball (Eds.). Developing language skills in the classroom. FUNIBER.