Capacity Building of Teachers of English: An Intervention in Non–formal Education Centres in Rajasthan

  • by

Introduction

Today, English has become a global language and it is a symbol of people’s aspirations for quality in education and a fuller participation in national and international life. The visible impact of this presence of English is that it is being demanded today by everyone, right from the initial stage of schooling.

This aspiration for learning English however is no longer confined to the metros. It is fast spreading to the remotest villages of India where everyone wants to learn English on a top priority basis. Therefore, the NGOs working in these areas have taken the initiative of preparing teachers in their Activity Centres with a level of proficiency in English that would help them impart minimal levels of literacy in English to the children coming to these centres. It is also being used as a bridge to help these children gain admission to the government run primary schools where a minimum literacy level in English is expected of a child seeking admission to Class 1.

Read More »Capacity Building of Teachers of English: An Intervention in Non–formal Education Centres in Rajasthan

Generating Classroom Interactions Through Task-Based Materials

  • by

While producing materials the teacher/course designer has in mind certain objectives. He expects those materials to generate classroom interaction, which leads to the realization of those objectives. The expectations from the teaching materials in language classroom are multiple and complex as many variables in the form of teacher expectations and learner expectations interact. Therefore, in order to decide on the aims and objectives of the teaching materials one has to look at the target group, i.e., the learners and their needs. In other words, the nature of the material emerges from the analysis of the learner’s needs. As Breen says, “The classroom is the meeting place or point of interaction between the pre designed syllabus and individual leaner syllabuses. The interaction will generate the real syllabus-or the syllabus in action-which is jointly constructed by teacher and learners and learners together”. (Breen, 1984: 50) Read More »Generating Classroom Interactions Through Task-Based Materials

Early Introduction of English in State-Funded Schools

  • by

Despite bitter experiences of introducing English in standard-I in state-funded schools in some of the states of India (e.g. Punjab and Bihar a few years ago) English continues to be introduced in standard-I. At present roughly fifty per cent of the states and union territories of India (Andaman Nicobar, Arunachal Pradesh, Chattisgarh, Daman and Diu, Delhi, Haryana, Jammu and Kashmir, Jharkhand, Meghalaya, Mizoram, Nagaland, Orissa, Punjab, Sikkim, Pondicherry and Manipur) have introduced. English as a subject in classes-I and II, and the remaining in classes 3 – 5.

Read More »Early Introduction of English in State-Funded Schools