Ideology of Teaching English in Indian Classrooms; Addressing Learner Sensibilities and Learner Abilities in Language Learning and Developing Communicative Competence

English as a Global Language:

Language is the primary source of communication. Of all the languages, English is spoken so widely throughout the world. It has been often referred to as a “world language”, the lingua franca of the modern era. India, though a linguistic paradise, English plays an important role in the country. Though English is a foreign tongue, it has become a part and parcel of common man’s life. India has the largest number of second language speakers of English and also our country has more people who speak or understand English than any other country.

Ideology of Teaching English in Indian Classrooms:

            In the first half of the nineteenth century), English assumed a dominating position in the sub-continent (India, Pakistan, Ceylon and Burma.); and this it could obtain the position of lingua franca of the multi-lingual Indian communities. But in 1935, with the re-introduction of the vernaculars, English lost its prime significance. Today, English does not occupy a privileged position on the school curriculum and it is also losing much of its social value. It is taught either as a second language or as a third language.

            Learning of English is now exclusively a formal affair. It is the responsibility of the school where teaching of foreign language is taken up with definite objectives, where expert teachers make use of up-to-date material and methods with accuracy and economy in order to achieve the desired goals without causing much strain to the pupils.

            The teaching of English in India goes back to the Dispatch of 1854 (drafted, it is said by J.S.Mill), which is often described as the Magna Carta of English education in India. The aim of teaching English in India is to enable students to acquire an ability to use English effectively. In our country, teaching of English is carried on at three stages of the school years:

1) In some schools, e.g..: Public Schools, Convent Schools, Montessori and K.G. schools, English is taught from class I, or even earlier. The pupils in these schools study English for a longer period and naturally the standard of English is high. But the number of such schools is very less.

2) In some states there are certain schools where children begin to learn English from class III. Again the number of such schools is very less.

3) The third type of schools is mostly aided schools where pupils begin to learn English in sixth class, immediately after primary education.

Teaching of English at the High School Level:

            The major instructional objectives for this stage are:

1. to make pupils use simple sentences in English to express their ideas
2. to speak short conversational sentences and spell English words correctly
3. to understand spoken English and realize the use of English in social situations

The following materials are to be used for realizing the above objectives:

1. Structures: The first three years should be devoted to the teaching of basic structures of English.
2. Vocabulary: The advocates of Basic English had believed that a vocabulary of minimum 850 words is enough to give a command to use the language.
3. Grammar: No attempts should be made to teach formal grammar during these years. First language, then grammar should be the rule followed in teaching of any language.
4. Composition: Composition means to compose ideas in a language, putting one’s thought or thoughts together with a certain end in view. The ability to put many thoughts together in a logical, coherent and interrelated manner is acquired gradually with systematic efforts from the very beginning.
   
   

Methods to be followed at this stage are:

Selection: By selection we mean what and how much of the language is to be taught.

Grading:  The order in which the matter is presented is called grading.

Presentation: It refers to the manner in which the matter is presented.

Teaching of English at the Higher Secondary Level:

            In our country, the patterns of Higher Secondary Education are of two types:

1. From class IX to XI,  with public examination at the end  of the XI year
2. From class IX to XII, with two public examinations at the end of X and XII grades respectively

If English is taught scientifically at the Junior High School Stage, the learner should acquire all the basic terms of structures during these three years. He should be able to use those structures in speaking and writing. Now, at the Higher Secondary Level he should have opportunities for learning complicated patterns. The junior stage is the stage for laying foundation, for making firm and healthy linguistic habits. The secondary stage is the stage for raising the structure of language and literature.

The linguistic aims of teaching English at this stage are same as that of the initial stage. The literary aim, to develop a taste for English Literature –its various forms, e.g.: prose, poetry, short story, drama etc. is included in this stage. The important instructional objectives of teaching English at this stage are to help pupil acquire a vocabulary of about 2,500 words at the end of this stage, to make them acquire a rational outlook regarding the system of English language knowledge of English Grammar). By the end of this stage, he should compare the structures of English with those of his mother-tongue and should speak English with acceptable pronunciation, proper stress and intonation. The following materials are to be used for realizing the above objectives:

1. Text books: Good course books with variety of materials, useful questions and exercises should be used.
2. Grammar: Grammar courses should be in continuation with what has been learnt in class VIII. They should be taught functional grammar proceeding from simple to complex sentences. Grammar should help the pupils to explain the features of the language.
3. Composition: At the second stage compositional work should have many varieties-writing and speaking, discussions, conversations, précis-writing, theme-writing, translation work, letter writing, describing and producing long answers to questions.
4. Items of Structure and Vocabulary: At secondary level, more complex and compound structures are introduced to make pupils learn increased vocabulary, new idioms and phrases.

Methods to be followed at this stage are:

The techniques of presentation: Teaching of English language involves the presentation of both meaning and form and their fusion into language habits.

The teaching technique: The teaching technique of the individual teacher differs and it depends on the efficiency.

The extent of presentation: The extent of presentation should depend on the meaning and form. Objects, models and pictures can be used.

Learner Sensibilities and Learner Abilities in Language Abilities:

            When it comes to language learning, learner factor is of great importance. Learner factors such as age, aptitude, attitude, motivation and personality traits mean a lot in learning a language. It is said that only after the first language has been acquired thoroughly should the learning of a new language be promoted.

            Aptitude or sensitivity is the ability of a learner that helps him to acquire a new language. A positive attitude is desirable for learning the language. The teacher should act as a motivator or inspirer.

Developing Communicative Competence:

            The true goal of a language course is to make the learner communicate properly in that language. The focus of second language teaching has moved from purely teaching grammar and vocabulary, to providing the skills for effective communication. In linguistics terminology, a language course should not only have “linguistic competence” as its goal, but “communicative competence” in general.

            Communicative competence is a term coined by Dell Hymes in1966 in reaction to Noam Chomsky’s notion of “linguistic competence”. Four components of communicative competence are:

1. Linguistic competence: It is the knowledge of the language code, i.e., its grammar and vocabulary. It also includes phonetics, phonology, morphology, syntax and semantics.
2. Sociolinguistic competence: Second language learners must learn how to produce and understand language in different sociolinguistic contexts, taking into consideration such factors are the stats of participants, the purpose of interactions, and the norms or conventions of interactions.
3. Discourse competence: Discourse competence is the knowledge of how to produce and comprehend oral or written texts in the models of speaking, writing, listening, reading respectively.
4. Strategic competency: It is the ability to recognize and repair communication breakdowns before, during, or after they occur.