By Marlius Merchiory, FK INTERNATIONAL SCHOOL
Introduction
The integration of 21st century skills into English language learning is crucial for enhancing essential language skills: speaking, listening, writing, and reading. My experience as an English language educator over the past decade, spanning local and international curricula in various Tanzania Schools I have worked with (Tusiime high School, Savannah Plains High School, Almuntazir Islamic International School and FK International School has solidified this understanding. Additionally, my collaboration with the Tanzania Inclusive Vision Organisation (TIVO), an organisation which fosters 21st century skills to students in Tanzania (TIVO CLUB ) has enriched my perspective on the effective incorporation of these skills into language instruction. In this article I am going to share my experience on integrating 21st century skills when teaching English language subject.
What are 21st century skills?
21st Century Skills refer to the knowledge, habits and traits that are
critically important to students’ success in the 21st century society and
workplaces. In this sense, promoters of the 21st century skills argue for the need to
reform schools and education systems to respond to the psychosocial
competences in the 21st century. Such promoters of 21st century skills have grouped the 21st century skills as follows ( 21st century skills );
Viewed in a specific context, 21st century skills differ from traditional
academic skills as they are not primarily content knowledge-based.
They are associated with deeper learning, analytical reasoning,
complex problem solving and teamwork than academic subjects.
Integrating English Language with 21st Century Skills; Insights from Cambridge and IB Curricula
Some scholars have criticized education systems maintaining that
many of them do not efficiently solve modern economy and society's needs. While most of education institutions are aware
of the importance of 21st century skills, they differ on the learners age limit at which these skills can be developed, specific competencies
which reveal the attainment of 21st century skills and how to
incorporate such competencies in their curriculum. A demonstration on how some curriculum address 21st century skills is done here under;
(a) The International Baccalaureate (IB) and 21st Century Skills
The International
Baccalaureate (IB) provides a comprehensive education framework for students
aged 3 to 19, equipping them with the skills necessary to tackle contemporary
global challenges. The IB offers four educational programs: the Primary Years
Program, Middle Years Program, Diploma Program, and Career-related
Program. Each program is driven by the IB learner profile, which emphasizes
ten attributes: Inquirers, Knowledgeable, Thinkers, Communicators, Principled,
Open-minded, Caring, Risk-takers, Balanced, and Reflective.
Integrating these
attributes into classroom activities is vital for developing 21st century
skills. Students can leverage their life experiences to engage in meaningful
learning. As Michaela (2019) notes, the IB employs innovative pedagogies, such as
experiential learning and inquiry-based learning, to prepare students
effectively. Programs like Creativity, Action, Service (CAS) further encourage
engagement through various creative and service-oriented activities.
Building on Michaela's
findings, my current teaching approach includes opportunities for students to
participate in creative projects that foster unconventional thinking.
Activities such as project based learning, digital literacy consideration, collaboration, critical think and creativity are pivotal in my class.
(b) Cambridge Curriculum
and 21st Century Skills
The Cambridge
curriculum emphasizes "Life Competencies" that evolve throughout the
educational journey. This curriculum, while aligning with the IB's focus on
competencies, organizes its framework into six key areas: Creativity,
Collaboration, Communication, Critical Thinking, Learning to Learn, and Social
Responsibilities. These competencies are essential for preparing learners not
only for the current century but also for future challenges.
Deria (2019) highlights that
while we cannot predict future roles for students, equipping them with
adaptable skills is crucial. This sentiment is echoed by Andreas (2013), who
emphasizes the importance of preparing students for unknown jobs and
technologies.
Irenka (2013) proposes strategies for integrating 21st century skills into
teaching and assessment where by emphasis on promoting
skills through extracurricular activities and independent projects. He goes further to propose
the means on how can that be achieved; ie. i. Developing curricula that cover 21st Century skills
explicitly;
ii. Adopting a skills-centered pedagogy in schools and
colleges;
iii. Nurturing skills through extra-curricular activities, through
independent research projects, and in the workplace.
As observed, both the Cambridge and
IB curricula recognize English language learning as fundamental to developing
21st century skills. In the Cambridge framework, English proficiency is
integrated into communication and collaboration competencies, promoting
critical thinking and creativity. Similarly, in the IB curriculum, English
serves as a medium for inquiry and effective communication, enabling students
to articulate their ideas clearly. These educational
frameworks emphasize the importance of blending English language skills with
21st century competencies since this integration prepares students to navigate an
interconnected world where effective communication is paramount.
My Experience
My extensive teaching experience and collaboration with TIVO have reinforced the belief that incorporating 21st century skills into English language learning fosters a balanced understanding of language. The strategies and practices derived from both the IB and Cambridge curricula serve as a robust foundation for developing leaners into competent, creative, and engaged global citizens.
In my classes I have developed—Newspaper Writing Program, Structured Talks, and Project based learning to cultivate 21st century skills, broaden learners' horizons and at the same fostering language skills of speaking, listening, writing and reading.
(a) Newspaper and Magazine Writing
STUDENTS NEWSPAPER-ALMUNTAZIR ISLAMIC INTERNATIONAL SCHOOL
TUSIIME ORATORS - TUSIIME HIGH SCHOOL DEBATE ACTIVITIES
FK GLOCALISATION MAGAZINE
Students' news paper writing program, allows interaction
between learners, teacher and audience. I do engage students in critical issues for
discussion, give them a platform and opportunity to write in different forms that will be acceptable as newspaper features. Then I engage the school administration to finance for print out. The newspapers are placed
on a school’s notes board and library so that
may be read and challenged by the public.
I believe that many people would had become writers but they lacked motivation to write when they were young. Therefore, integrating newspaper and magazine writing programs equip my students with writing skills essential for them to develop into
professionalism, for personal life record and ideas expression.
(b) Power Point Preparation and Presentation
BOOK REVIEW PPT - ALMUNTAZIR ISLAMIC INTERNATIONAL SCHOOL
BOOK REVIEW FK INTERNATIONAL SCHOOL / BOOK REVIEW PRESENTATIONS-FK
Power point preparation and presentation engages students in the world of digital literacy at the same time cultivating presentation skills. I do assign students tasks which requires to present by using power point where by students send the works through email. On the other hand, I do support them final edits and guide to project them in class while making their presentations.
When students engage in PowerPoint preparation they gain a number of skills as differentiated when they just present with no any audio-visual support. I have witnessed some students improving their creativity and think
beyond textbooks through this technique. Also, the program encourages bright and struggling
students to feel responsible to make their ideas logical and engaging during the presentation. The program also develops learners’ coordination skills where by the participants have to develop good
relations between them, teachers and ICT experts so that to have good PowerPoint designs.
Generally, the PowerPoint preparation and presentation, has been my tool to improve learners’ public relations as they are required to engage topics, body language,
oral communication skills and PowerPoint slides.
(c) Structured Talks (A Talk on Quiters- By Bryan-Savannah Plains High School)
Current researches reveal that effective communication skills lead to
students’ academic performance. However, how to instill effective
communication skills among the learners is a great challenge. This
problem is reflected through lack of vocabulary, poor grammar and
unfocused presentations done by many students when they are
required to engage in serious dialogue, debates or presentations.
To support my students, I teach them on how to make argument and presentation skills, then give opportunity to prepare speeches which are recorded and shared for public. This program motivates learners
improve communication and presentation skills. Structured talk program has been helpful to my classes in a number of ways;
- To excite learners into enthusiastic collaboration and improve
the way they communicate their thoughts.
- To expose learners on how to present their thoughts with the
aid of visual images in order to improve their interpretation
than readings alone.
- To stimulate inquisitiveness, willingness to research and
provide frameworks for pupils/students to make analysis on
various topical issues
Conclusion
In
conclusion, this article has drawn some theoretical justification basing on the International Baccalaureate and Cambridge Curriculum to reveal how significant is to enhance 21st-century skills while teaching language skills. However, other educators who are using different curricula are advised to improvise their teaching/learning methods so that they can foster creativity, critical thinking, collaboration, and communication while teaching language. As
educators, it is essential to integrate these competencies into
curricula when teaching other subjects apart from English.
For Further References on 21st Century Skills
Suresh Babu Chiruguru.
The Essential Skills of 21st Century Classroom (4Cs). (March, 2020)
[pg.2] https://www.researchgate.net/publication/340066140_The_Essential_Skills_of_21st_Century_Classroom_4Cs
Michaela Horvathova.
Study on Employability Skills in the IB Diploma Programme Curricula and
Career-Related Programme Curricula. September 2019. [pg.77-79] retrieved
from https://www.ibo.org/research/curriculum-research/dp-studies/study-on-employability-skills-in-the-international-baccalaureate-diploma-programme-and-career-related-programme-curricula-2020/
The Cambridge Framework
for Life Competencies. Retrieved from https://languageresearch.cambridge.org/images/Language_Research/CamFLiC/CLCF_Critical_Thinking.pdf
Deria K. How can we
prepare our students for the future? (May, 2019) [pg 1] https://www.cambridge.org/elt/blog/2019/05/30/prepare-students-future/
Andreas Schleicher
quoted from Irenka Suto. 21st Century skills: Ancient, ubiquitous, enigmatic?
Research Matters. A Cambridge Assessment Publication. 2013 [pg 3].
Retrieved from https://www.cambridgeassessment.org.uk/Images/130437-21st-century-skills-ancient-ubiquitous-enigmatic-.pdf
Irenka Suto. 21st
Century skills: Ancient, ubiquitous, enigmatic? Research Matters. A Cambridge
Assessment Publication. 2013 [pg 2] https://www.cambridgeassessment.org.uk/Images/130437-21st-century-skills-ancient-ubiquitous-enigmatic-.pdf
