Abstract
Integration in language instruction still remains an elusive, if not an impossible, goal. In describing integrated literacy instruction, Shanahan (1997) writes: “Given the long history and nearly universal acceptance of the idea of integration, there have been few empirical investigations of its effects. I have been able to identify no study, in any field with any age level, which has clearly demonstrated more coherent or deeper understandings, or better applicability of learning as a result of integration" (p. 15). One possible cause could be that research on ESL as well as classroom teachers have focused attention on the larger, rather than the narrower and more important aspects of instruction. Many have emphasized the importance of the interrelationships among the language arts. For example, Morrow, Pressley, Smith, and Smith (1997) argue that an integrated approach helps young children see that what they learn in one domain can transfer to another. Many other researches have been conducted in pursuit of similar goals. This paper assumes that if we are to be successful in a larger context of integration, such as an integrated program level and transfer of learning as a result of integration, we need to look at the smaller context such as integration of related skill in every academic subject in school. This paper will discuss an evidence-based and practical classroom strategy that enhances the integration of Reading skills by creating experiences that enhance learning. The research aims to answer the question “How is high quality instruction integrated into high quality
Author Information
Cecilia B. Ikeguchi, Tsukuba Gakuin University, Japan
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