• Skills integration generally refers to linking two or more of the traditional four skills of language learning: reading, writing, listening, and speaking. 

• The integrated-skill approach, as contrasted with the purely segregated approach, exposes English language learners to authentic language and challenges them to interact naturally in the language. 

• Integrating the language skills also promotes the learning of real content, not just the dissection of language forms. 

• The integrated-skill approach, whether found in content-based or task-based language instruction or some hybrid form, can be highly motivating to students of all ages and backgrounds.

• Given that language primarily exists to facilitate communication, interaction in that language must have an important role to play in developing a learner's ability in that language. 

• Interaction through pair and group work maximises the opportunities to practise as more learners speak for more of the time.

• Collaborative learning, particularly through the use of collaborative tasks, has been shown to foster language development since learners can see a reason to use language in order to interact.

• Interaction does not only promote language development but it also fosters the development of social skills (e.g. politeness, respect for others) that people need to operate successfully in any culture.

• As students progress through the levels it enables them to build upon small successes leading to mastery. 

• Grammar can be spiraled by "re-cycling" grammatical constructions so as to provide repeated practice in various contexts.

• The spiral progression approach means the basic principles are introduced in the first grade and are rediscovered in succeeding grades in more complex forms. With this approach, concepts are introduced at an early age and re-taught in succeeding years in an increasingly sophisticated fashion.

• On each cycle, new knowledge – be it a new poem, new word, new grammatical rule – can be fed into the class’ existing body of knowledge, enriching and deepening it before the next circulation. Each time we go forward this new knowledge is deliberately linked to what they already know. This is doubly useful: the old material receives the revision and repetition necessary for consolidation in memory, yet this material also gives us a foundation upon which to construct new knowledge and skill.

Martin M. The Application of Spiraling to the Teaching of Grammar. Retrieved from https://www.jstor.org/stable/3585606?seq=1

Gatdula, I. (2016). Embracing The Spiral Progression Approach of the K-12 Program. Retrieved from https://www.pressreader.com/philippines/sunstar-pampanga/20161127/281642484777090

Tharby, A. (2014). Round and Round We Go: Teaching English in Spirals. Retrieved from  https://reflectingenglish.wordpress.com/2014/09/19/round-and-round-we-go-teaching-english-in-spirals/

Increasing student interaction. https://www.teachingenglish.org.uk/article/increasing-student-interaction

The Importance of Integrating Skills in the Teaching of English as a Foreign Language. 

https://m.monografias.com/trabajos17/integrated-skills/integrated-skills.shtml

Honeyfield, J. What is it and Do We Need It. Retrieved from https://eric.ed.gov/?id=EJ468941

Smith, G. (2017) What is Learner-Centred? How To Teach 100% Better with a Learner-Centred Approach. Retrieved from https://thisisgraeme.me/2017/03/06/approaches-what-is-learner-centred/#Everything_Changes_When_Your_Teaching_Becomes_Learner_Centred

Tudor, I. Learner-centredness in language teaching: Finding the right balance. https://www.sciencedirect.com/science/article/abs/pii/0346251X9290005N

Contextualization. https://www.teachingenglish.org.uk/article/contextualisation

Student Construction of Knowledge. https://poorvucenter.yale.edu/ConstructingStudentKnowledge

• It helps to develop learners who can learn and work on their own. This means that it enables life-long learning and become independent 

• By putting responsibility for learning in the hands of learners, they are  encouraged  to be active and responsible participants in their own learning.

• Learner involvement in programme development can serve to enhance the relevance of learning content and also gear the format and orientation of learning activities more closely to learners' preferences and developmental needs.

• a learner-centred approach draws on a more complete knowledge base than traditional approaches to curriculum development, which tend to be largely specialist-driven

• Contextualisation is putting language items into a meaningful and real context rather than being treated as isolated items of language for language manipulation practice only.

• The context can help learners remember the language and recall it at a later date. Learners can use natural learning strategies to help them understand contextualised language, such as guessing meaning from context.

• Contextualisation can be as simple as providing an example sentence that uses a new word, or as complex as preparing a telephone role-play to practise functional language.

• Contextualising language tries to give real communicative value to the language that learners meet

• Students learn by connecting new knowledge with knowledge and concepts that they already know, thereby constructing new meanings 

• Students connect knowledge most effectively in active social classrooms, where they negotiate understanding through interaction and varied approaches.

•  Students build strong conceptual frameworks when instructors: help them assess and clarify prior knowledge; facilitate social environments through active learning activities that interconnect ideas and vary approaches to knowledge; and invite students to reflect, co-build course road maps, and pursue other forms of metacognition.

• Lecturing can build knowledge more effectively when a roadmap and clear transitions are provided, while the simple use of a whiteboard or chalkboard to list topics, a schedule, or connected ideas can help students build tighter conceptual understanding.