BLENDINGTWENTY FISRT CENTURY SKILLS WITH ENGLISH LANGUAGE TEACHING/LEARNING

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