v Teaching English as a second language in India - focus on Objective and Importance in Gujarat
The global
objectives of language teaching can be defined as helping children learn a
language or language to perform a variety of functions. These use of language
for phatic communion and a network of communicative user to its use at the
highest level of “cognition”, “catharsis” and “self-expression” underlying
these functions are tow fundamental functions helping children learn now to ask
question, the most important intellectual ability man has yet developed, and
helping children use this language effectively in different social networks.
A system-network
language in a multilingual setting, each language in this network has a
function-determined value of the other languages in the system network in terms
of its-own policy of language planning. But the system network in terms policy
of language planning, but the society or government must realize that this
assignment of a new value o language will produce a chain reaction in the network.
The values of the other languages in the network are bound to undergo changes.
The notion of “link language” or “lingua-franca” has an important significance
in the multilingual setting. It encourages wider mobility, notional
interrogation, and a sense of tolerance. It enriched other languages in contact
and gets multilingual is a powerful way of enriching the linguistic repertoire
of individuals. These resource offered by plurality of language can be used for
rapid social and economic changes and modernization programmer. Learners are
not just passive recipient of socially accepted languages patterns. They play
an active role in this teaching learning process. They actively strain filter
and recognize what they are exposed to.
Their imitations
are not photographic reproductions but artistic recreations. The learners are
meaning-makers. The main objectives of every level of teaching should be to
help learners learn how to draw out their latent creativity. Every learner is
born with a built-in language-learning mechanism. This mechanism gets activated
when the learner’s s exposed to that language. What is, therefore, essential is
to create an atmosphere where learning can take place. Children learn the language they hear around
them. A rich variety of linguistic material is as important in first language
acquisition as in second language learning. The teaching of English as has
often been less successful that it might
have been, as a result of the restricted variety of linguistic contexts with
which students are provided.
Learners should
ideally be exposed to a variety of contextualized language materials. They must
hear and see language in action. The emphasis should shift from encourage in
learning to memorize paradigms and them interact with people using different
registers of language in a variety of situation. In that process the learners
internalize not only the linguistic but also the sociolinguistic rules of the
game, system which enables them to focus on “what to say when and how”. It
should also enable them to organize words in sentence and sentences in texts
effectively keeping in view “the topic of discourse”, “addresser-addressee
relationship” and “socio cultural
setting”, learning a language is not just a question of learning to
produce sentences and utterance which are grammatical and acceptable they must
also b appropriate. Each of the four major skills; reading, writing, listening
and speaking and understanding, is composed of a hierarchy of sub-skills. What
is necessary is to identify the sub-skills that are to be strengthened and
explained first language, a second language our foreign language.
·
Second Language
Second language
may be used as an auxiliary or associate language as a functions which are not
normally performed by first language. For a vast majority of educated people
living in turns and cities, English as s second language functions primarily as
an interstate or international link language. Some of them also use it as an
international language of knowledge, trade and industry. An important question
here is, is L2 the main or associated medium of instructions at all levels or
of a particular level.
The objectives have to be formulated in the
light of what we perceive our needs for
English to be in a multilingual setting, of both the national and individual
levels. This is related to the following questions what are the roles of Hindi,
English, regional languages, classical languages, foreign languages, and
languages of the minority group in our multilingual setting? What are the
topics and situational that will necessitate the use of English?
What is the kind
and amount of English that the learners will need? At the national level,
English must serve as our “window on the world” as the language in which nearly
all contemporary knowledge of science and technology, trade and commerce,
political science, economics and international relations English will be
important for industrial and economic development. It will function as the
“language of development”. Our scientists, technologists, engineers, doctors
and economists must be able not only to have access to professional literature
in English but also to contribute to it and to communicative in other
counterparts in other countries. The continuation of English seems important if
our science and technology, trade and commerce, are be truly international. It
is hearing to not that English based-Indian bilinguals constitute the third and
technical manpower in the world. “English has important functions to serve
internally in addition on the world”. English may be continuing to the medium
of instruction in several faculties at the college level.
These students
will need a greater proficiency in the skills listening, writing and (perhaps)
speaking than students being taught through other languages. At the level,
English continues to be “the language of opportunity” and “the language of
upward social mobility”. Any individual seeking socioeconomic advancement will
find ability in English an asset. It is clear, that, the English has important
functions in communication will continue to be at a premium, and teaching will
have to try to import to retain minimal competence in these skills. The primary
aim of teaching English as a second language at the secondary level should be
to give the learners an effective mastery of the language, that is, to help them acquire. Ability to read easily,
and with understanding books in English written within a presented range of
vocabulary and sentence structure and to read with good understanding easy
unsimplified texts on familiars topics, fully glossed and annotated in their
known language.
The ability to
understand a talk in English on a subject on general experience and interest,
clearly spoken and restricted in vocabulary and sentence structure to the range
of the syllabus, the ability to write comprehensibly in English, and without
gross errors, on a familiar topic which lends itself to expression without the
range of vocabulary and sentence structure that has been taught, an ability to
carry on comprehensibly a conversation
in English on a topic fully within the range both of their experience and
interest and well within the range of the active command postulated by the
syllabus.
We must ensure that English
1]. Function as a “service – language”
for the various categories of learners.
2]. Promotes intellectual and cultural
awareness of the contemporary world we live in and,
3]. Provides “information content ’’
necessary for the modernization of our country.
It is also
important that special opportunities are made available to help the weaker
sections of our society to acquire advance adequate competences in English so
that they do not remain forever disadvantages in areas of higher education and
in terms of upward social mobility. In order to achieve these objectives we
will have to introduce changes in our syllabus, methodology of language
teaching, materials, training programmers attitudes to learners and their
language and the system of evaluation. We may need to change the school its
physical structure, its atmosphere, its functions, its facilities, its roles
and responsibilities. Teachers and learners are the greatest resources
available to any society. English is now widely taught as subject of study in
different languages teaching situations of different levels in India.
It is
essentially taught as a second language in different language teaching and learning
situations. In view of the lack of an overall language policy, and clear cut
curriculum planning, the teaching of English as a second language faces a lot
of challenges and does not seem to serve a useful purpose. Here an attempt will
be made to indicate soon of the prominent problems the teaching of English as a
second language is conformed with and to make some suggestions for teaching
English in school educations. As a
second language teaching situation, it is regarded necessary to import instruction
in the four basic language skills.
[1] Listening, [2] Speaking, [3] Reading, [4] Writing
The language curriculum objectives of
different skills have their different levels. To achieve the above objectives,
there is a need to use selected reading materials to supplement the texts used
in class more time should be devoted to general reading. This would help the
students to expand their knowledge and experience of the language by reading at
their own pace.
The complex grammatical structures need to be explained preferably in
their actual use in the text. Oral drills and written exercises can be use in
reinforcing them. The
Development
of oral skill should form integral part of the course both accuracy and fluency
should aim at students should be function in natural situation.
Teaching English
as a second language as illustrated above can be achieved in individualized
programmed instruction for those students who are unable to attend formal
classes in any institution. In following individualized programmed instruction
in English, the main learning effort required from the students involves the use
of audio-visual presentation of lesson material, reinforced through drills and
exercises in the in the language laboratories.
So English will
continue to play an important role in education in India for years to come. It
is imperative to make the teaching of it as effective as possible at different
levels. The language policy defining the role of English curriculum planning,
designing of syllabuses, selection and gradation of instructional materials
including audio-visual.
v Importance of English language in Gujarat, compared to
other states of India
English language
gained its popularity in India with the coming of British; they ruled India for
nearly two centuries. During this period they gradually introduced English and
western educating to great a class of Indian who could serve the imperial ruler
as an official and link between them and masse. In 1947, when India becomes
free, some of our leader was not in fever of introducing English in our
curricular. but actually speaking it was the English language that helped us as
a great unifying force in our struggle for freedom. Many of our leaders
inspired from the right thing of the great thinkers lie Ruskin, Lincoln and
other who wrote in English, Realizing the importance of English language for growth,
development and advancement of India, Pandit Nehru and Dr. Radha Krishna were
not in fever of abolishing in completely.
As in Gujarat,
all things of foreign/England was avoided, because Gandhiji was from Gujarat so
people of Gujarat has believed in “Gandhi na Gujarat ma Angrej nahi” and
they were highly followed it still freedom and also after the freedom, all
states has invited this language in their day to day life and also in education
but somehow Gujarat could not accepted it but after 1971, English language has
established its important in Gujarat also. Before write about importance of
English language in Gujarat, let`s have glance over on objectives of teaching
English as a second language in Gujarat.
In heterogeneous
society like ours the need for learning English, differ from one to another
person. As English is second language, its very difficult task for a teacher to
teach it. To Teach it teacher has to………
Understand the nature of language Keep in mind principles psychological
of language learning
Be aware of aims and objectives
Objectives:
The term aims
and objectives are used interchangeably. However both have different meaning.
The main difference begging aim provide general direction to educational
purpose whereas objectives indicate particular achiever to be made in specific
time limit, There are two types of objective….
1] General
Objectives:
The general
objectives are long-term aims in comparison to the specific objectives. The
general objectives are par with the aims and education. Therefore they are
meant to be achieved during the schooling period of pupil. As English begins
from class-I and continues to be studied up to xII th class, these general
objectives are to be well spread from I to XII classes of school period, These
general objectives are decided in advance. They are disinet for each subject
and standard. They state what to achieve at the end of the year or course.
Meaning:
General objective are the statement indicating general
achievement regarding knowledge comprehension, application skill etc there can
be many specific objectives for one general objective.
·
Semantic
aspect
It related to understand meaning, meaning of words and their
relationship with other words which is used in a sentence.
·
Phonetic aspect
It deals with speech sound, spellings and pronunciation of words.
·
Graphic aspect
It deals with the written form of a language it deals
with representation of language and script.
It deals with reading aspect of language development and literary
development are also general objectives. but it can help student to mug up
English language, but not helpful in day to day communication.
2] Specific
objectives:
Besides the
above stated general? Objectives of teaching English the teacher should have
definite clear cut aims for each lesson in his mind. They are called the
specific objectives. In other words these are objective of teaching the content
of lesson so indicate particular achievement to be made within specific time
limit. They are short-term goals, and can be achieved in the classroom. They
are definite, clear, and precise, to the point and expressible in the terms of
achievement. They are achievable in day-today learning. They will accord the
teaching point of a teacher. So it is very necessary for a teacher to specify
his objectives of teaching. It helps him to know what he is to do of a
particular lesson, why $ how. Objective is an intent communicated by statement
describing a proposed change in a learner a statement of what the learner is to
be like when he has successfully completed a learning experience. it is a
description of pattern of behavior. We want the learner to be able to
demonstrate. In Gujarat after 1980, English should be taught, according to
above mentioned objectives. Through these objectives to learn English becomes
simpler for the leaner at Primitive stage.
So these
objectives are helpful for learning English language easily and most of student
can avoid their fear to learn language... In secondary, higher secondary and
primary school of Gujarat, English learns through these objectives.
The language formula followed by the
Gujarat Government
Gujarat follows
the three language formula recommended by the union government, in addition to
the teaching a classical language, Sanskrit at the school level. It is in the
line with the central government`s educational policy. The language offered is
Gujarati, Hindi, English and Sanskrit, The state government in Gujarat follows
the formula for the overall benefit of not only the stage natives but also the
non-natives living in Gujarat. The government of Gujarat has born in mind that
any language should far be offered for learning only with a a clear purpose in
mind. The farmer of the language policy of the Gujarat government considered
the question of
(1) The number of language that can be learned by
pupil and,
(2)
The stage of stages at which the study of this language should be commended.
The government
has considered one more perspective. That is, the medium of instrument of For
the non-native 9recent arrives and prescribe for speakers of Gujarati. It has
prescribed two Media of instruction, namely. The Gujarati medium (for the
natives and native spears of Gujarati)
and English medium (for the non-native who are non-native speaker of Gujarat),
In states like Kerala where English for all student is compulsory but in
Gujarat English Language in higher secondary school but after 2006 English language
is compulsory for higher Secondary standard and also after 2010 in primary
standard, the level of English language Becomes higher, as they are not learn
only alphabets of English language as before it toughs in Primary standard in
Gujarat but after 5th standard they also learn poetry, lessons of short Stories
etc… So it means them to improve their language by their own not mug up
language as a subject.
ü English – language curriculum
The language
offered in the school system is arranged and named in terms of a sequential
hierarchy. His first language, second language, third language and fourth
language. Gujarati is called the first language. Hindi is called second
language. English is third language and the fourth language offered is
Sanskrit. But now situation change English placed as second language and Hindi
can be selected as an optional language. But in primary Standard English
language comes at the third language. In this language, the government has
prepared textbook of two levels. Higher level and lower level. The higher level
text books and teaching include both the language and literary content where as
the lower level textbook and teaching include only the language of functional
aspects that aim at giving a good communicative ability to the learners. The
difference in the textual levels in a given language is a two years between
higher and lower levels of the same language. The Gitterion for placing a
student are appropriate level is not the medium of instruction but the status
of the student as a native or non –native (recent arrival) and native, or
non-native speaker in the case of the first language and second language. In totality,
the entire student has to study all four languages
at one or the other level. The teaching of each language commences at a certain
level of standard in a given school .The intention is to see that all the
student exposes to some level of skill in the communication literary or the
language aspect of language prescribe. It serves to fulfill the guidelines
prescribed by the education policy to a certain extent, and meet the language
education need of the pupil in Gujarat.
Ø Place of English language in Gujarat
A great deal of
controversy existed about the place of English in the scheme of studies
especially in northern India. Mr. Promod Mahajan, a young prominent and capable
cabinet minister of the BJP government, he has said that Indian.
“The success of Indian information
Technology sector around the world, Was due to the competence of Indian Experts
in English.’’
In Gujarat, the
teaching of English for the natives and native speakers of Gujarati begins at
the lower level. The number of good English teacher is uneducated even to meet
this task. English is allowed as the first language to the non-native from the
pre-primary level at the higher level. But the natives it is offered as the
second language at the lower level from the third stranded. The contents at the
lower are similar to the preprimary level meant for the non-natives.
Ø Difficulties faced by the teacher in teaching of
English
This is also one
of the reason that why Gujarat was lacking to learn English in compare to other
states if India. Teaching of English Gujarat is a many sided problem. The
teacher of English who has to face these problems should be familiar with the
nature and scope of these problems. They should know how to organize these
teaching at various levels in order to minimize these adverse effects. Some
challenging in the contacts of a complex Indian situation in which the child must
study in mother tongue and English as well .The English language institutes at
Hyderabad has been doing useful work to solve difficulties of Indian children
in learning English. Nevertheless despite researchers an investigation done in
India and other countries to discover better teaching of teaching English. But
result is not gained.
The problems are………
1] Policy on English:
Since the mid-1950`s the government policy towards
retaining English has been rather we, consulting uncertain-ting and unpredictable.
2] Goals of English Teaching:
The teaching of
English in India and particularly in Gujarat has many co-distinct purposes.
Each of them requiring a different approach and different condition for its
success. The four purposes are social, technical and administrative and cutter.
Thus student are coming to school with various requirement and needs so it is
difficult for a teacher to fulfill all the needs and requirements. Over crowed
classes, substandard of books, lack of supplementary reader and workbook are
also become barrier to learn English language. But the most important
noteworthy thing is that students of Gujarat habitual to mug up grammar
structures and sentence and learn it as subject not as a language.
Conclusion
The Gujarat
government educational policy values language sentiment`s of Guajarati’s and at
the same time tries to avoid any confrontation either center, with regard to teaching
Hindi. In order to keep the communicative ability in English while at the same
time not burdening the students with a heavy load of English it has prescribed
English as a second language for the natives with a lower-level text book.
Since Gujarati has its root in classical Sanskrit, this language too has become
one of the languages taught as the fourth languages in the school.
