EXPLANATION STATION
Contextualizing Linguistic
Input/Integrating Language Skills
CONTEXTUALIZATION
What is it?
CONTEXTUALIZATION
 Linguistic Context:
The environment
Contextual clues
Specific
 Cohesion:
When one element of
the text is dependent on
that of another.
A Little Redundant?
Cohesiveness is formed by removing
redundancies.
The sentences can not stand
independently because they are
contingent on one another.
CONTEXTUALIZATION
Extralinguistic Context!
The immediate linguistic environment
Stress and intonation
Often attitude
Is this easy for L2 Learners??
BUILDING MEANING
Linguistic and extralinguistic contexts play
a role in meaning-making, but it is limited.
In order to understand the intended
meaning, we must go beyond the
language system…
CONTEXTUALIZATION
 Situational Context:
Language as a speech
act
 Acronym SPEAKING!
 Without cohesion, a
conversation is still
interpretable.
MORE CONTEXTUALIZATION
Extrasituational Context:
AKA context of culture
Mastery of cultural norms
L2 learners?
Examples of misinterpretations you’ve
had??
GOAL?
“…to present the linguistic input
within thematic contexts that
reflect the natural use of the
language.”
INTEGRATION
Separation of skills has long been
the trend of books and thinking.
This is not the case in any other
subject area, so why in second
languages?
INTEGRATION
OLD NEWS: active and passive
Active=speaking and writing
Passive=listening and reading
NEW NEWS: productive and receptive
Productive=speaking and writing
Receptive=listening and reading
INTEGRATION NOW
The use of any one skill can trigger
cognitive and communicative associations
with the others.
New lessons require “a synthesis of
various language skills and various
language components.”
How have you done this in your lessons?
PLANNING
What do you do if the book you are using
is skill separated?
What sources would you use to integrate
these skills?