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1. A 21st Century Skills-based Pedagogical Framework in ELL
Dr. Jacqueline Inting-Espina
jacqueline.espina@lnu.edu.ph
The following pedagogical framework was based on a study which this author conducted
in summer of 2017 and is a product of the entire process of data collection, from pretesting to post
testing, and was informed by the data that support the effects of integrating 21st
century skills into
language learning to the English language competence of the Education students. It was further
shaped by the students’ observed pattern of behavior, reaction to, and performance in the different
learning experiences provided and by the theories and principles of instructional design and
practice by which the experimental instruction was fashioned and implemented.
The model summarizes the concept of integrating 21st
century skills into language learning.
It is the synergy of all the important things that sets the tone for a sound, holistic language
curriculum for learners in the 21st
century.
Figure 4 A 21st Century Skills-Based Pedagogical Framework in ELL

2. The figure consists of two Stacked Venn opposite each other and a circle at the middle,
overlapping with both Stacked Venn. It looks like a clam that opens to reveal the gem inside,
which is communicative competence.
The upper Stacked Venn consists of three circles showing the interconnectedness and
interdependence among the three categories of 21st
century skills: learning and innovation skills,
life and career skills, and information, media and technology skills. This means that the teaching
of one skill aids in developing the other. For example, students need information, media and
technology skills in order to find information and critically evaluate and synthesize that
information in order to make a good decision and find solution to a problem at hand, which are
categorized as learning and innovation skills. In the same way, students need to capitalize on their
critical thinking and problem solving skills in order to understand and acquire competence in the
use of the different ICT and digital media tools and to be able to troubleshoot technical issues.
This interaction results in the blossoming of communicative competence, which is the
ultimate goal of English language teaching and learning. To be communicatively competent
means being able to speak and write in English fluently and accurately. As such, communicative
competence is at the core of the diagram, and sharing the center stage with it are the 21st
century
skills. This means that the goal of the 21st
century skills-based language teaching is not only to
develop students’ communicative competence but also to equip them with 21st
century knowledge
and skills. It is therefore a must that teachers should supplement the current undergraduate English
learning diet (teaching methods and strategies) with educational experiences that will foster 21st
century skills.
This paradigm is meant to guide teachers’ decisions concerning instructional design,
teaching-learning strategies, and assessment, which are represented by the lower Stacked Venn
consisting of three circles. Thus, the lower Venn resembles the upper Venn as it is supposed to fit
into the higher education’s goal of developing students’ 21st
century skills. When appropriately
designed and implemented, English language teaching with all its components can achieve its
ultimate goal which is the students’ acquisition of communicative competence.
Theoretical Grounds
The whole pedagogical design is tied to key theories and principles of 21st
century learning
and language teaching and learning. This includes constructivism whose basic principle is that
“any social arrangement that remains vitally social, or vitally shared, is educative to those who
participate in it” (Poore, 2014, p.11), and that learners construct knowledge and the act of
construction is greatly dependent on the prior knowledge and experience that the learner brings to
the task (Cullen, R., et.al., 2012).
The Social- and Cognitive-Connectedness Schema (SCCS) also guided the curriculum
design. SCCS includes constructs for digital navigation literacy; a preference for interactive,
discovery-based learning; and the desire to make reasoned judgments based on independent
exploration of digital resources (Brown, 1999).
Finally, the Communicative Language Teaching (CLT) Approach, Functional-Notional
Approach, Task-Based Language Learning (TBLL) Approach, and Content-Based Instruction
greatly influenced the choice of format and presentation, strategies, and assessment. They have
common features such as having communicative competence and the proficient use of the target
language for real-world communication as their goal, the use of cooperative learning strategies,
the giving of more emphasis on content and meaning rather than on accuracy, the use of
performance assessment, and the giving of task as a way to measure learning.

3. Instructional Design
The first aspect of the teaching enterprise that needs to take the new paradigm into
important consideration is the design of instruction that is intended to facilitate language
acquisition and development.
First of all, the specific objectives indicated in every lesson, unit or educational activity
should reflect not only the language concepts and skills that language learners should acquire at
the end of the lesson or course but also the 21st
century skills student outcomes as determined by
the Partnership for 21st
Century Skills or P21. In this way, it is ensured that students are molded
into holistic individuals -- communicatively competent, effective users of ICT, expert critical
thinkers and problem solvers, creative, and so on and so forth. For instance, a lesson on comparing
and contrasting may have the following objectives: Discuss the comparative and superlative
degrees of adjectives and connectors used in comparing and contrasting; synthesize information
about two countries from the Internet and other sources and decide which country they would want
to visit; and discuss data from their media consumption diary using ICT-based presentational aids.
Take note, however, that since there are a number of 21st
century skills, only one to three of them
can be possibly integrated in the lesson at a time.
Second, their content should be suited to the learners’ needs, lacks and current proficiency
level in language and in the 21st
century skills. This can be discovered through testing, questioning
and interviewing. It is also important to consider how the learners will use the language in their
future field of work.
The content represents the items to learn. In deciding what items to include, the importance
that students are getting the best return for their effort, and that they are covering all the things
they need to cover for a balanced knowledge of the language should be greatly considered.
Based on the identified lacks and needs of the Education students through proficiency tests
and interview, a realistic list of 21st
century language ideas and skills to be achieved was developed.
The language functions that may be included are the following: conveying One’s Opinion,
Evaluating or Questioning Other’s Opinion, Formulating Directions, Persuading Others by
Explaining and Recommending, Conveying Insights Obtained from Past Events, Giving Examples
to Support a Generalization, Comparing and Contrasting, Asking for Information, Conducting an
Interview, and Delivering an Informative Talk.
Scaffolding on the accurate use of language should also be provided. Among the grammar
points that should be integrated based on frequency of use and criticality are the crucial S-V
agreement rules, comparatives, discourse markers and transitional devices, adverbs, subordinating
conjunctions, reported and direct speech, direct and embedded questions, and consistency in tense
and point of view.
In the area of critical thinking and problem solving, the following topics may be
incorporated: Nature of Persuasion, Elements of an Argument, Types of Support, Kinds of
Persuasive Strategies or Appeal, Methods of Reasoning, Critical Questioning Techniques, Kinds
of Reasoning Fallacies, Guidelines for Evaluating Information and Information Sources, and
Problem Solving Methods and Techniques.
Among the topics that may be included for communication are: Process of Communication,
Difference between Informative and Persuasive Communication, Characteristics of an Effective
Public Speaker, Techniques for Establishing Credibility and Connecting to Audience, Audience
Adaptation Plan, Outlining, Principles in Providing Information and Arguments to Support a
Generalization, Methods of Topic Development, Types of Information Sources, Nonverbal

4. Communication, Types of Mood, Tone and Style of Communication for Various Occasions and
Audiences, and Kinds of Presentational Aids.
On the other hand, the topics that may be included for ICT literacy are: Refining Searches
Using Search Engine, Making Internet Sources and Information Choices, Legal and Policy
Considerations and Obligations Regarding the Use of Social Media, Publishing Online, Creating
Network through Wiki, Blog, Podcast.
One lesson would normally take three to five hours (or two to three meetings) to finish. As
much as possible, there should be a roughly even balance of listening, speaking, reading/viewing
and writing activities for a holistic language learning. The items to be learned should be processed
deeply. Substantial prerequisite knowledge and practice on the use of grammar structure should
be provided prior to the giving of the task.
Another important element that should be present in each lesson is the integration of
technology or multi-media materials or objects as well as ICT-based activities and tasks because
they have been proven to appeal to different types of learners and, when utilized and carried out
appropriately, can bring about positive results.
In addition to that, challenging, multidisciplinary and authentic tasks that encourage
higher-order thinking skills and problem solving skills should be provided. Students should be
allowed to explore and learn beyond the textbook and beyond the confine of the classroom.
The format of the lesson follows the Springboard – Content-Focused Input – Language-
Focused Instruction – 21st Century Skills Integration – Task paradigm.
The springboard can be anything that can arouse the interest of the learners, engaging, and
promotes critical thinking skills. It does not necessarily have to be a model for the task that the
students have to complete at the end of the lesson, but it must have the element of either written
or oral language. The springboard should also be utilized to teach and test the receptive language
comprehension skills of the students, which is done through the use of worksheets which should
be answered or accomplished by individual students. Out of the ideas and answers elicited from
the students, the content-focused input and language-focused instruction will be provided.
Content-focused input refers to language function and the meaning of any oral, written, or viewing
text, which learners can put to use when using communication for a similar purpose, situation or
context. Language-focused instruction, on the other hand, involves the selection and explicit
teaching of any grammar or vocabulary items which, when not clarified, have the likelihood to
distract learners from the task and may affect the intended meaning of the message conveyed or
the quality of their performance or output.
The lesson progresses with the integration of the 21st
century skills. Although critical
thinking and problem solving skills, communication, and ICT literacy can be injected at any part
of the lesson, a more clearly defined integration can be done after the content-focused and
language-focused activities. This pertains to the direct inclusion or teaching of 21st
century
concepts and skills which are not normally taught in a traditional language classroom. Examples
are types of reasoning fallacies for critical thinking, and how to create a blog account for ICT
literacy. Such integration is done in preparation for the task.
The lesson concludes with a task which the students have to complete, which is the core of
the lesson. Tasks are communicative activities that people do in real world. Hence, they are given
to prepare students for these types of communicative encounters they will most likely find
themselves in. Aside from involving language in either its spoken or written form, tasks should
also be accomplished through the students’ application of their critical thinking and problem

5. solving skills, communication, or ICT knowledge. An example of a task is conducting an interview
which definitely requires communication skill in preparing interview protocol and asking
questions; critical thinking and problem solving skills in selecting, locating and gathering
background information about a prospect interviewee; and digital media literacy in recording the
interview proceedings and preparing the documentary.
Learning Outcomes
The integration of the 21st
century skills in the existing language curriculum is expected to
result in the realization of 21st
century learning outcomes. For critical thinking and problem
solving, they are the following: use various types of reasoning (inductive, deductive, etc.) as
appropriate to the situation; effectively analyze and evaluate evidence, arguments, claims and
beliefs; and identify and solve different kinds of non-familiar problems in both conventional and
innovative ways.
For communication, the learning outcomes are: articulate thoughts and ideas effectively
using pronunciation, grammar and articulation appropriate to the audience and occasion; use
communication/ language appropriate to the audience, occasion, and purpose; articulate thoughts
and ideas effectively by providing relevant and sufficient information appropriate to the audience,
occasion, and purpose; articulate thoughts and ideas effectively using physical behaviors that
support verbal message; use communication/language to persuade or argue by making a logical
decision and supporting it by utilizing appropriate information; articulates thoughts and ideas
effectively by constructing organized and logically cohesive arguments; and articulate thoughts
and ideas effectively by demonstrating facility with the conventions of standard written English
and diction.
ICT literacy, on the other hand, includes the following student outcomes: use technology
as a tool to research, organize, evaluate and communicate information; and use digital technologies
(computers, PDSs, media players, GSPs, etc.), communication/networking tools and social
networks appropriately to access, manage, integrate, evaluate and create information to
successfully function in a knowledge economy.
Teaching-Learning Strategies
The new paradigm should also influence the teacher’s choice of teaching strategies that he
or she uses in delivering instruction. A strategy is any device or activity used or performed either
inside or outside the classroom with the ultimate goal of reinforcing learning (Lucas, 2007).
One crucial principle in selecting strategies or activities is that t they should lead to the
enhancement of learners’ communicative competence and 21st
century skills. Also, any language
lesson should interest and excite the learners and should foster active learning. Both can be
achieved if the teacher will use cooperative learning. Cooperative learning is defined as a set of
varied teaching strategies or activities that allow students to collaborate, capitalize on each other’s
talents and skills, and help each other attain their learning objectives (Slavin, 1990 in Tan, 2007).
Aside from increasing students’ self-esteem, social skills and interpersonal communication skills,
cooperative learning facilitates rapport and teamwork and allows learners to feel that they are
responsible for their own learning and that they are capable of attaining academic success.
Furthermore, it can result in enhanced ability to analyze, synthesize and solve problems.
Assessment
The third aspect of the teaching-learning process that should be influenced by the goal of
having multi-literacy is assessment. Assessment refers to the need to observe learning, test the
results of learning, and provide feedback to the learners about their progress. For 21st
century
skills-based language instruction, performance assessment is highly recommended because it will

6. best show the kind of learning that the students have acquired not only in language but in the 21st
century skills such as critical thinking and problem solving, communication, and ICT literacy.
Through this, the teacher is able to observe and make judgment about the students’ demonstration
of a skill or competency in creating a product. The teacher just has to see to it that he or she uses
rubrics in evaluating and scoring the students’ performance and/or output for a more objective
assessment of learning. He or she also has to give constructive, helpful feedback to students to
give them the chance to correct their errors and be able to do better in their future performances.
Results of assessments generally tell teachers what worked and what did not work in the
teaching-learning process. This should, therefore, lead the teacher in changing some parts of the
curricular design such as the motivation, the rate of movement through the lessons, the teaching
tactics, or the learning environment.
The researcher believes that there is much to be gained from 21st
century skills-based
language learning, the most important gain being better-prepared graduates.
Found in the table is the summary of learning outcomes, contents and strategies that may
be used following this framework.
Table 1 Summary of Learning Outcomes, Content and Strategies
LEARNING OUTCOMES CONTENT STRATEGIES
Critical Thinking and
Problem Solving:
Reason Effectively
 Use various types of
reasoning (inductive,
deductive, etc.) as
appropriate to the
situation
 Analyze how parts of a
whole interact with each
other to produce overall
outcomes in complex
systems
MakeJudgments/Decisions
 Effectively analyze and
evaluate evidence,
arguments, claims and
beliefs
 Analyze and evaluate
major alternative points
of view
 Synthesize and make
connections between
information and
arguments
 Nature of
Persuasion
 Elements of an
Argument
 Types of Support
 Kinds of
Persuasive
Strategies or
Appeal
 Methods of
Reasoning
 Critical
Questioning
Techniques
 Kinds of
Reasoning
Fallacies
 Guidelines for
Evaluating
Information and
Information
Sources
 Brain Teasers (Adaptation of
Four Pics, One Word)
 Simulation: Judge in the TV
reality show “True Beauty”
 Drill
 Evaluating and analyzing
social media posts and
statements contained in news
 Analyzing and suggesting
solutions to problems

7.  Interpret information and
draw conclusions based
on the best analysis
 Reflect critically on
learning experiences and
processes
Solve Problems
 Solve different kinds of
non-familiar problems in
both conventional and
innovative ways
 Identify and ask
significant questions that
clarify various points of
view and lead to better
solutions
 Problem Solving
Methods and
Techniques
Communication
 Articulate thoughts and
ideas effectively by using
pronunciation, grammar
and articulation;
 Demonstrate facility
with the conventions of
standard written English
and diction;
 Use communication/
language appropriate to
the audience, occasion,
and purpose;
 Provide relevant and
sufficient information
appropriate to the
audience, occasion, and
purpose;
 Use physical behaviors
that support verbal
message
 Process of
Communication
 Difference
between
Informative and
Persuasive
Communication
 Characteristics
of an Effective
Public Speaker
 Techniques for
Establishing
Credibility and
Connecting to
Audience
 Audience
Adaptation Plan
 Outlining
 Principles in
Providing
Information and
Arguments to
Support a
Generalization
 Methods of
Topic
Development
 Analyzing product
advertisements or
commercials
 Case Study
 Movie Review
 Critical questioning of other’s
opinions
 Debate
 Q & A of “Tough Model”
 Mr. & Ms. Q & A
 Characteristic Card Swap
 Interview
 Delivering persuasive
messages
 Group sharing/discussion
 Explaining how some
activities using ICT are
performed
 Mock TV show
 Film showing
 Grammar exercises
 Disseminating information
through infomercials
 Pass It Along (Collaborative
story writing)
 Commenting on social media
posts

8.  Types of
Information
Sources
 Nonverbal
Communication
 Types of Mood,
Tone and Style of
Communication
for Various
Occasions and
Audiences
 Answering/Completing
worksheets
 Writing reflection papers
 Essay writing
 Short oral presentation
 Listening to a dialog
 Role playing
 Symposium
ICT Literacy
Apply Technology
Effectively
 Assess relevance,
usefulness, and currency
of information from
digital media;
 Validate information;
assess authority and
reliability of internet
sources;
 Determine intended
audience;
 Synthesize different
sources;
 Conduct advanced
searches; control
information flows;
 Create and communicate
new scholarly products;
and
 Strategically
communicate online
 Refining
Searches Using
Search Engine
 Making Internet
Sources and
Information
Choices
 Legal and Policy
Considerations
and Obligations
Regarding the
Use of Social
Media
 Publishing
Online
 Types of
Presentational
Aids
 The ‘Big Four’:
Social
Networking,
Wiki, Blog, and
Podcast
 Internet research about their
favorite celebrity
 Posting on social media
 Watching and reading news
from digital and print media
 Hands on:
Demonstration of ICT-based
activities
 Online survey
 Creating infomercials
 Disaster Risk Reduction
Information Drive Project
(Multimedia)
 Keeping media consumption
diary
 Comparing social media tools
and service providers
 Creating Wiki account,
Blogging and Podcasting
 Retrieving information about
countries they would like to
visit from the internet
 Digital Communication Quiz
 Preparing documentaries
 Downloading and uploading
videos and slides
 Publishing articles on the Net

9. Lesson Exemplar:
Lesson Title: Persuading by Explaining and Recommending
Learning Outcomes: At the end of this lesson, the students should be able to
1. Present ideas persuasively using appropriate tone, facial expression and gestures;
2. Frame, analyze and synthesize information from the Internet and other sources to
arrive at a logical decision; and
3. Create and post/upload on social media an infomercial about cyberbullying.
 21st century skills integrated in the lesson: Critical thinking and problem solving,
communication, and ICT literacy
Materials: Laptop computer, LCD projector, video clip from the movie “Odd Girl Out”, slide
show, survey questionnaire, rubric for evaluating infomercial, worksheets, print and TV
commercials
Duration: 6 hours
REFERENCES
Blake Education (n.d.). Better ways to learn. AustraliaːNaplan.
Poore, M. (2016). Using social media in the classroom, 2nd
ed. Washington D.C.ː
SAGE Publications Ltd.
Verderber, F., et.al. (2015). The challenge of effective speaking in a digital age.
USAː Cengage Learning.
SPRINGBOARD
You are going to watch a video clip from the film “Odd Girl Out.” Listen and watch
carefully to be able to answer the questions that follow:
CONTENT-FOCUSED INPUT
1. Who were the best friends in the movie?
__________________________________________________________
2. Who was the meanest girl?
__________________________________________________________
3. Why was the lead character bullied by her former friend?

10. ___________________________________________________________
4. What was the school official’s first reaction to bullying in school?
____________________________________________________________
____________________________________________________________
5. What types of bullying are shown in the movie?
a. _________________________
b. _________________________
6. How was the victim affected by bullying?
________________________________________________________________________
________________________________________________________________________
____________________________________
7. What did the victim tell her perpetrator towards the end of the film, which should be the
mantra of every person who is bullied?
_____________________________________________________________________
_____________________________________________________________________
a. After watching the video, be ready to contribute to the discussion of the following
questions:
1. What is bullying?
2. Where does bullying normally occur?
3. Who are involved in bullying?
2. Why is it that many children don’t report bullying?
3. What is cyberbullying?
4. Why should we avoid and prevent all types of bullying?
b. Were you convinced of the ugliness of bullying? If yes, how were the film and your
classmates able to convince you?
LANGUAGE-FOCUSED INSTRUCTION
What kind of sentence is used when explaining the reason for favoring or not favoring an
action?
Answer: ______________________________________________________________________
When explaining the cause and effect of an action or behavior, or when giving reasons for
favoring or not favoring an action, we use complex sentences. A complex sentence consists of

11. one independent clause and one dependent clause. The dependent clause is introduced by the
conjunctions because, since, for, because of the fact that, due to… When the dependent clause
begins the sentence, place a comma after it.
Example:
1. Cyberbullying is an ugly thing to do because it results in
anxiety, sadness, depression and a feeling of guilt and emptiness.
2. Since bullying can affect everyone and can affect the studies of the
students, school officials should be vigilant and do something about it.
21st CENTURY SKILLS INTEGRATION
Persuasion is a logical and well-supported arguments developed through rhetorical
appeals to logos, ethos, and pathos. Its goal is to lead and to convince audience members to agree,
change their behavior, or take action, which can be achieved by explaining the ill effects of the
action or behavior and the reasons for avoiding or preventing it.
Types of Persuasive Strategies or Appeal
1. Logos – is a persuasive strategy of constructing logical arguments that support your point
of view.
2. Ethos – is a persuasive strategy of highlighting your competence, credibility, and good
character as means by which to convince others to accept your point of view.
3. Pathos – is a persuasive strategy of appealing to emotions in order to convince to support
your position.
Persuasive Appeal
Logical Appeal Emotional Appeal Ethical Appeal
Speaks to the audience’s
common sense and logic
Speaks to the
audience’s hearts
Appeals to the audience’s
sense of right or wrong
Facts, statistics Speaks to emotions
such as love, fear,
sympathy, and pride
Can rely on the
audience’s belief that the
speaker or writer is
ethical
a. Practice on Identifying Persuasive Appeal
All product advertisements or commercials use persuasive strategies or appeals to sell their
products. Try to identify the persuasive appeal used in each of the following advertisements. (The
actual commercials can also be used for this activity.)
1. A child is shown in stinky clothes because they were not washed with Downy.
2. Miss Universe 2018 endorses Myra e body lotion.
3. Coke Zero is 100% sugar-free.

12. 4. A 50-ml. sachet of Joy holds enough to wash several dishes.
5. A commercial shows an image of a happy couple riding in a Chevrolet.
6. Doctors recommend Biogesic more than any other brand of paracetamol.
7. Alaxan provides up to 8 hours of continuous pain relief.
8. A popular celebrity appears in shampoo advertisements.
9. People who need more energy drink Red Bull Energy Drink.
10. A magazine ad shows people smiling while eating at Jollibee.
Answers:
1. Pathos
2. Ethos
3. Logos
4. Logos
5. Pathos
6. Ethos
7. Logos
8. Ethos
9. Ethos
10. Pathos
b. Practice on persuading by explaining and recommending
For each commercial above, formulate one complex sentence expressing reason/s why the
audience should buy the product.
1.________________________________________________________________
2.________________________________________________________________
3. ________________________________________________________________
4. ________________________________________________________________
5. ________________________________________________________________
6. ________________________________________________________________
7. ________________________________________________________________
8. ________________________________________________________________
9. ________________________________________________________________
10. _______________________________________________________________
TASK
Group task: Find information about the nature, causes, effects, and symptoms of
cyberbullying on the Internet and other sources. Compare them with those you have seen on the
film. Using these information, create an infomercial about cyberbullying and post/upload it on

13. your group page. Be sure to apply the language structures you just learned and the types of
persuasive strategies or appeals.
Rubric for Evaluating Infomercial
Criteria 5 4 3 2 1 Total
Creativity (presents original or unique
style to make it interesting
Visual Graphics (uses sound, color,
content of graphics that represent the
argument and convey persuasive
messages)
Text Representation Captions (uses
words and phrases that call up strong
feeling; uses logical and emotional
appeal; examples, statistics to prove one’s
stand; has convincing tone)
Organization (has logically organized
arguments, facts, and reasons around a
particular point)
Impact (convinces the audience to accept
the ideas and moves them to action)
Total
Rating Description:
5 – Excellent
4 - Very impressive
3 - Impressive
2 – Needs revision
1 – Inadequate
AGREEMENT
Interview somebody who once engaged in bullying about the extent of and the reason for
their engagement in this kind of behavior. Be ready to share to the whole class the outcome of
your interview next meeting.
References:
Blake Education (n.d.). Better ways to learn. AustraliaːNaplan.
Cullen, R, Harris, M. and Hill, R. (2012). The learner-centered curriculum.

14. California: John Wiley & Sons, Inc.
Lucas, R. (2007) Creative learning. Activities and games that really engage people.
California: Pfeiffer.
Poore, M. (2016). Using social media in the classroom. A best practice guide.
2nd
ed. Los Angelesː SAGE.
Tan, C. (ed.) (2007). Engaging films and music videos in critical thinking. Singapore: McGraw-
Hill Companies.
Verderber, F., et.al. (2015). The challenge of effective speaking in a digital age.
USAː Cengage Learning.