ENGLISH LANGUAGE EDUCATION AND TEACHING

Rationale: This course is named as English Language Education and teaching. The implicit idea is that the student teachers have to gain proficiency in language as well as language pedagogy. It has been observed that the student teachers at the D.Ed level do not have the necessary linguistic apparatus to undertake the career of a facilitator of English in the conte t of the revised curriculum. There are a number of reasons for this: o Their school level learning was predominantly T! based and e amination oriented o "ost of them have not read their te tbooks# instead were learning the $uestions and answers. This practice has deprived of them the rich e posure to the language that could have been gained through reading. o There was no need for them to produce language at their own as the focus has always been on reproducing language o Information per se was considered knowledge Therefore without empowering them with language proficiency they would not be able to perform their role as a teacher of English language. The two%year course has been conceived in such a way that in the first year the focus will be on empowering the student teachers with language proficiency and in the second year the focus will be on language pedagogy in tune with the emergent constructivist pedagogy as has been envisaged in &'( )**+ and ,'( )*--. OBJECTIVES To develop English language proficiency of the student teachers and make them evolve as creative users of English. To e$uip the student%teachers with theoretical perspective on language and language teaching To develop critical awareness among the student teachers about the scenario of contemporary ELT To develop the right perspective on English language teaching. To help them understand young learners and their learning conte t To help them e perience the classroom process as envisaged in ,'( )*-To help them construct various discourses both orally and in writing To help them develop understanding about addressing the problems of low% proficient learners

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To develop the awareness of the T!s and the other resource materials. To enable them plan a unit. To develop the awareness of assessment procedures.

ENGLISH LANGUAGE EDUCATION AND TEACHING

English Language Edu ation
Cha!te"# $ Natu"e o% Language /hat is language0 o Language as an innate system of human beings o Language and communication o Language and thought o Language and society 1dialects* o The structure of language 2ow is language ac$uired0 o 3 brief historical account of various language learning theories 1!ehavioral theories4 o Language learning as conceived in cognitive psychology 1.iaget# 5ygotsky# !runer4 o Language learning as the unfolding of 1'homsky4 o 6estalt theories 17afka# /ertheimer 4 o Language Instinct 1 .inker4 Language 3c$uisition o 3c$uisition 5s Learning 17rashen4 o 'omprehensible input o &atural order o 3ffective filter 8ral and written forms of language o Language not as a baggage of elements like sounds# words or even sentences innate system

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o Discourses as holistic units of language

Cha!te"# & Status' Role and I(!o"tan e o% English India English as a global language o English as a lingua franca o 9se of English across the world for the sake of business# education# science# technology# I'T# tourism# legal purposes# mass media4 English language and constitutional provisions o 3ssociate official language % English as a second language o Distinction between the first and second language o /hat is a second language0 o /hat is a foreign language o English used as first language# second language and also as foreign language /orld Englishes o Different varieties of English across the world o 5arieties of English within the country o &eed to respect all varieties of a language ,tereo types of English o English as a language of opportunity o 3s a language of power o Language of the elite o ,tatus symbol o English around us o "any English words 1loan words4 are being used by even the most illiterate people o "any English words do not have substitutes in the local languages
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o /rappers of commercial products contain English o English is used in sign boards and advertisements o The visual media uses code%switching 1between the local language and English4 very systematically and in abundance o English on the computers# mobile phones and internets Cha!te"# ) Student * Tea he" De+elo!(ent ,trategies Listening to different voices and te ts o Listening to recorded connected speech articulated by people across the world 1both within the nation and outside4 o Listening to the same te t articulated by different people o Listening to a variety of oral discourses 1speech# narratives# interviews# etc.4 "aking oral presentations of oral discourses 1speech# narratives# etc.4 3nalysing the articulatory features 1pause# stress# tone# pitch# tempo4 'ritical reading of different te ts ; discourses ; genres o <eading e tracts of different genres of te ts reading critically 3nalysing features of discourses o The hierarchy of discourses 1discourse gradation4 o The hierarchy of discourse features 'onstructing different oral and written discourses <eferencing o Discourse features o 6rammar o ,ymbols in dictionary Editing o Editing at the discourse level
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o Editing at the sentence level o Editing of word forms o Editing of punctuation and other conventions of writing

English Language Tea hing

Cha!te"# , A!!"oa hes to Tea hing o% English Introduction of English o "acaulay>s minutes o 'oloni?ation of English o Democrati?ation and decoloni?ation of English Issues and challenges o Issues related to the conceptuali?ation of language o Issues relate to the assumptions on the nature of the learner o Issues related to material# methods# teacher>s proficiency# learners and society# e amination systems o 'hanging belief systems Inclusive classroom o Labeling children as slow learners o ,tigmati?ed on account of being from underprivileged sectors of the society o 6ender bias English language and literature teaching 1ELLT4 o 2ow literature got de%linked from ELT the conse$uences o Literature is not distinct from language o Teaching English language per se % the conse$uences o English Language Teaching has to take care of literature as well as language is not separable from literature
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3pproaches to teaching of English and the shift in approaches o ,hift from the behavioral 1tabula rasa assumptions 4 to cognitive assumptions 1the innate potential of the children4 implications o ,kill%based approach to knowledge based approach o (ragmentary 1letters;words# sentences# etc.4 to holistic treatment of language in terms of discourses o Linear to spiral 1cyclic4 mode of teaching and learning o <epetition to recurrence o Teacher centred to learner ;learning centred o Information to knowledge

<evision of curriculum and te tbooks o The necessity to revise the curriculum and te tbooks

Cha!te"# Cu""i ulu( and Te.t/oo0s &'( )**+# 3.,'( )*--# &'(TE &'( as a socio%political document The guiding principles social constructivism and critical pedagogy The position papers %Language across 'urriculum the revision of state curriculum .resent 'urriculum ,'( )*-- the position papers 3cademic ,tandards the areas covered ,yllabus Designing Te tbook development process (eatures of &ew English te tbooks Theme based selection of literature pieces single book inclusion of study skills and pro@ect work discourse tasks suggestions on classroom processes 'lassroom transaction .re%reading% reading and post%reading 6rammar in te tbooks o 'onte tuali?ed grammar
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o 3ddressing issues related to low%proficient learners Cha!te" 1# 2lanning &eed and Importance of planning o /hat is planning % /hy planning who should plan0 o .lanning at various levels o .lanning for creating English ambience at school Teacher>s planning o Bear .lan o 9nit cum .eriod plan .lanning for ongoing professional development

Cha!te" 3# Assess(ent 3ssessment and Evaluation &eed and importance assessment Implications of assessment % (or the learner# for the teacher and for the community ''E % 'ontinuous and 'omprehensive 3ssessment o The evaluation part of assessment Types and tools of assessment (ormative ,ummative <ecording and reporting children>s performance

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