ENG 345 Post # 8

The chapters from Brown and Kumar this week focused on context, models of integration, and integrating language skills. In chapter 9, Kumar focus mostly on context in the idea of linguistic, extralinguistc, situational, and extrasituational realities. In my opinion, it is extremely important to keep these four factors of context in mind when teaching and speaking in an L2. Depending on your culture, diverse ways of expressing things can be seen as acceptable or unacceptable. For example, when I was in Spain, when referring to others, the people there would be very blunt and ask questions such as "where is the gordo"?  In English "gordo" means fat. Although this is acceptable for their culture, it would not be seen as acceptable to ask that in American culture. It would be seen as rude. Also, in terms of linguistics there are words that can have diverse meanings causing L2 learners to possibly use them in the wrong context and people are then not able to understand them.  
In chapter 10 discusses the importance of integrating language learning skills and not just focusing on teaching reading, writing, listening, and speaking separately. I completely agree with this because now a days in order to communicate all four of these need to come naturally with one another. For example, they reflect off of each other as in speaking and listening, when conversing one needs to speak and listen, not just focus on one or the other. Also, when learning Spanish because they focused so much on writing and reading skills, I lack confidence and skill in regards to my speaking. 
Brown chapter 17 bounces off of the ideas in chapter 10 regarding integrating language learning skills. However, he goes in to the models of integration that include content, task, and theme-based. I feel that a good combination of all of these helps cater to the diverse learning needs of L2 learners in becoming successful and well rounded in their L2. Of these three models, which one tends to be the most utilized?