Topic: The Role of English language in India
Name: Nasim Gaha
Roll no -22
Paper no -12
Email id: gahanasim786@gmail.com
Enrollment no: 2069108420190014
Submitted to Department of English mkubu
Role of English language in India. Languages:
Languages are important in the life of any nation. The members of a social group need language to communicate with each other, for all social purposes, for public administration, for commerce and industry, for education and so on.
Ours is a country with Multilingual, Multicultural, and pluralistic milieu. Social aspirations can best be fulfilled when they are allowed to function through the mother tongue. Therefore it is natural to think of mother tongue for the purpose of education. But the necessity to have a common language for interaction has led to the learning of English.
Role of English language in India. Languages are important in the life of any nation. The members of a social group need language to communicate with each other, for all social purposes, for public administration, for commerce and industry, for education and so on. Thus, though a foreign language, English occupies a unique position in the Indian educational system. Even after independence, it continues to be a major language having a prestigious position in our society. This chapter attempts to focus attention on the role of the English language and the changing needs of English Language Teaching and learning in India. English speaking and English listening are given a very high priority in the Indian educational system. The elite society in India sends their children to English-medium schools and even the poorest of the poor aspire to send their children to the same since English is seen as a language that provides upward economic and social mobility.
Eight essays
Teaching of EST in Indian conditions by R.S Sharma
Teaching English as 'Second Language' in India by Kapil Kapoor JNU, Delhi
Socio-cultural Dimensions of English as a second Language by Rekha Aslam
Teaching of English : A Plea for practical Attitude by R.K.Singh
Teaching English as a second language in India focus on objective shivendra k. vermae by
English for Academic Purposes by Liz HampLoyns
English for specific Purposes by Tony
Intercultural communication by Claire Kramsch
Teaching of EST in Indian conditions by R.S Sharma
The term EST was given by R.S.Sharma through his research work. English is global language and that is why we will find English language all most in every field. There are many languages; English is used prominently in the field of science and technology.
What is EST?
As learner and features of technical English taken tougher will enable us to outline clearly the materials and methods use in science and technical students. Teaching of EST in India suffers from some serious drawbacks. The course & methods are unrelated to the specific academic and professional needs of the science student. In 1977, it was realized that the problems of English for special purposes were largely unrecognized this country. Wherever necessary in IIT's, engineering or agriculture students in role, processes and context of major subject matter of which area course and teaching English methods.
The teacher’s role in a learner-centered classroom of EST:
The teacher’s role in a learner-centered classroom of EST is absolutely critical. It takes practice. It takes patience. It requires a willingness to try new things, fail, reflect, revise, redeem and repeat. The teacher has to use many techniques in the teaching process. The teacher in a learner-centered classroom of EST has to:
Introduce challenging, engaging ideas that inspire student questions.
Find a happy medium between giving students too much direction and too little.
Establish routines and structures in the classroom that support inquiry.
Engage in frequent conversations with students.
Focus students on generating arguments based on evidence.
Provide opportunities for students to choose how they demonstrate their learning.
Connect students with experts in fields relevant to their inquiry and facilitate their conversations.
Teach skills and processes that students need to know in order to engage in effective inquiry. Provide time for reflection and meta-cognition within the structure of learning cycles.
Maintain the students to have their mood and mind happily and hilariously all the time.
Conclusion:- EST is English foe academic purpose thus its chief aim is to complete the requirements and needs of the students as well as organization, and for that need analysis is necessary and the analysis should be kept in mind, materials and methods of teaching should be according to need analysis. And for that a professor V. Chandra Sekhar Rao suggested that Learner centered approach is of worth.
Teaching English as 'Second Language' in India by Kapil Kapoor JNU, Delhi
Introduction
The term second language is in two different ways-
(I)English is second language after one or more Indian languages, which are primary and more significantly,
(ii) In School Education, the second language is what is introduced after the primary stage and has a pedagogical as well as a functional definition, particularly in the context of the ‘three-language formula’.
The significance of English as Second language can only be understood in the larger and in the historical perspective. It is to be noted that English in India is a symbol of linguistic Centolalism whereas the numerous Indian language are seen to represent linguistic regionalism from Macaulay to Murayama Singh, we have seen now in Indian the movement from one to the other. Following the withdrawal of the British from India, the language question naturally came to the fare, in which the central issue was the role and status to English vis-à-vis Indian language, both were vernacular and classical. This Conceptual structure has three parts:
What is First Language?
First language means mother tongue .Primary language that the child would learn. First language has an importance influence on the second language acquisition. First language is our identity.
What is second language?
“A person’s second language or L2 is a language that is not the native language of the speaker, but that is used for communication with the people of another language.”
English language is Global language. English is not our mother tongue. It’s language of England. English is necessary thing because each and every requires English. English is Language of power. To survive in this modern era it is necessary to require basic knowledge of English language. Second Language acquisition (SLA) is also closely related to cognitive psychology, and education. According to Kreshan, the Acquisition of a language is naturalistic process, where as learning a language is a conscious one.
1) The First Language broadly is the language introduced in the School as a subject from grade I to X and it is commonly used as the medium of instruction at the school level and as the medium of expression by the Lerner in his social Communication. It is usually the mother-tongue or the regional language of the child.
2) The Second Language, i-e, L2 is that language which is introduced compulsorily either of the end of primary stage or in the beginning of the lower secondary stage after the attainment of sufficient proficiency in the first language by the learner. The main objective of the second language is to enable the speaker for wider participation in society, and the nation leading to Secondary socialization.
3) The Third Language: L3 is introduced simultaneously or after the initiation of second language. Generally in grade VIII.The main objective of introducing the third language is to prepare the learner for all-India mobility leading to ternary socialization and give the learner a working knowledge of the language so that the learner may read, comprehend and express correctly in that language.
4) Notice that as defined above, English functionally, is L3; the third language-it cannot be L2.But English is allowed to be introduced and studies as the second language.
5) Here is how the report of the working Group on the study of Language (NCERT, 1986) presents the chronological distribution of the three languages, through the school system in the context of the three language formula:
Conclusion
It is the absence of grammar centered teaching that accounts for so much stress on methodology, ‘Method” and ‘methodology’ are dharma in western tradition it is assumed that it the method is right , the god will be automatically achieved , if the facts are correct , with the right method , we are bound to reach the right conclusion. This assumption has created a widespread concern for selecting and refining the right methods. The classical simplicity and democracy of learning / teaching in which the black board the wooden slate , the ink-pen , the ink pot , and a primer or book were all that was needed , is now perhaps instrievably lost may be it is not right to abandon technology , may be technological gadgets have a proper use, but surely a country with a huge body of learners needs to examine all these rather closely for , there is no doubt that just as rituals or karma kanda killed – before it itself was disastrously killed = the sprite of a whole way of life, the rituals of language teaching takes the enthusiasm and the intellectual challenge out of language teaching , which is reduced to a mechanical routine and process in which “How” become more important the both “What” and “Why”.
Name: Nasim Gaha
Roll no -22
Paper no -12
Email id: gahanasim786@gmail.com
Enrollment no: 2069108420190014
Submitted to Department of English mkubu
Role of English language in India. Languages:
Languages are important in the life of any nation. The members of a social group need language to communicate with each other, for all social purposes, for public administration, for commerce and industry, for education and so on.
Ours is a country with Multilingual, Multicultural, and pluralistic milieu. Social aspirations can best be fulfilled when they are allowed to function through the mother tongue. Therefore it is natural to think of mother tongue for the purpose of education. But the necessity to have a common language for interaction has led to the learning of English.
Role of English language in India. Languages are important in the life of any nation. The members of a social group need language to communicate with each other, for all social purposes, for public administration, for commerce and industry, for education and so on. Thus, though a foreign language, English occupies a unique position in the Indian educational system. Even after independence, it continues to be a major language having a prestigious position in our society. This chapter attempts to focus attention on the role of the English language and the changing needs of English Language Teaching and learning in India. English speaking and English listening are given a very high priority in the Indian educational system. The elite society in India sends their children to English-medium schools and even the poorest of the poor aspire to send their children to the same since English is seen as a language that provides upward economic and social mobility.
Eight essays
Teaching of EST in Indian conditions by R.S Sharma
Teaching English as 'Second Language' in India by Kapil Kapoor JNU, Delhi
Socio-cultural Dimensions of English as a second Language by Rekha Aslam
Teaching of English : A Plea for practical Attitude by R.K.Singh
Teaching English as a second language in India focus on objective shivendra k. vermae by
English for Academic Purposes by Liz HampLoyns
English for specific Purposes by Tony
Intercultural communication by Claire Kramsch
Teaching of EST in Indian conditions by R.S Sharma
The term EST was given by R.S.Sharma through his research work. English is global language and that is why we will find English language all most in every field. There are many languages; English is used prominently in the field of science and technology.
What is EST?
As learner and features of technical English taken tougher will enable us to outline clearly the materials and methods use in science and technical students. Teaching of EST in India suffers from some serious drawbacks. The course & methods are unrelated to the specific academic and professional needs of the science student. In 1977, it was realized that the problems of English for special purposes were largely unrecognized this country. Wherever necessary in IIT's, engineering or agriculture students in role, processes and context of major subject matter of which area course and teaching English methods.
The teacher’s role in a learner-centered classroom of EST:
The teacher’s role in a learner-centered classroom of EST is absolutely critical. It takes practice. It takes patience. It requires a willingness to try new things, fail, reflect, revise, redeem and repeat. The teacher has to use many techniques in the teaching process. The teacher in a learner-centered classroom of EST has to:
Introduce challenging, engaging ideas that inspire student questions.
Find a happy medium between giving students too much direction and too little.
Establish routines and structures in the classroom that support inquiry.
Engage in frequent conversations with students.
Focus students on generating arguments based on evidence.
Provide opportunities for students to choose how they demonstrate their learning.
Connect students with experts in fields relevant to their inquiry and facilitate their conversations.
Teach skills and processes that students need to know in order to engage in effective inquiry. Provide time for reflection and meta-cognition within the structure of learning cycles.
Maintain the students to have their mood and mind happily and hilariously all the time.
Conclusion:- EST is English foe academic purpose thus its chief aim is to complete the requirements and needs of the students as well as organization, and for that need analysis is necessary and the analysis should be kept in mind, materials and methods of teaching should be according to need analysis. And for that a professor V. Chandra Sekhar Rao suggested that Learner centered approach is of worth.
Teaching English as 'Second Language' in India by Kapil Kapoor JNU, Delhi
Introduction
The term second language is in two different ways-
(I)English is second language after one or more Indian languages, which are primary and more significantly,
(ii) In School Education, the second language is what is introduced after the primary stage and has a pedagogical as well as a functional definition, particularly in the context of the ‘three-language formula’.
The significance of English as Second language can only be understood in the larger and in the historical perspective. It is to be noted that English in India is a symbol of linguistic Centolalism whereas the numerous Indian language are seen to represent linguistic regionalism from Macaulay to Murayama Singh, we have seen now in Indian the movement from one to the other. Following the withdrawal of the British from India, the language question naturally came to the fare, in which the central issue was the role and status to English vis-à-vis Indian language, both were vernacular and classical. This Conceptual structure has three parts:
What is First Language?
First language means mother tongue .Primary language that the child would learn. First language has an importance influence on the second language acquisition. First language is our identity.
What is second language?
“A person’s second language or L2 is a language that is not the native language of the speaker, but that is used for communication with the people of another language.”
English language is Global language. English is not our mother tongue. It’s language of England. English is necessary thing because each and every requires English. English is Language of power. To survive in this modern era it is necessary to require basic knowledge of English language. Second Language acquisition (SLA) is also closely related to cognitive psychology, and education. According to Kreshan, the Acquisition of a language is naturalistic process, where as learning a language is a conscious one.
1) The First Language broadly is the language introduced in the School as a subject from grade I to X and it is commonly used as the medium of instruction at the school level and as the medium of expression by the Lerner in his social Communication. It is usually the mother-tongue or the regional language of the child.
2) The Second Language, i-e, L2 is that language which is introduced compulsorily either of the end of primary stage or in the beginning of the lower secondary stage after the attainment of sufficient proficiency in the first language by the learner. The main objective of the second language is to enable the speaker for wider participation in society, and the nation leading to Secondary socialization.
3) The Third Language: L3 is introduced simultaneously or after the initiation of second language. Generally in grade VIII.The main objective of introducing the third language is to prepare the learner for all-India mobility leading to ternary socialization and give the learner a working knowledge of the language so that the learner may read, comprehend and express correctly in that language.
4) Notice that as defined above, English functionally, is L3; the third language-it cannot be L2.But English is allowed to be introduced and studies as the second language.
5) Here is how the report of the working Group on the study of Language (NCERT, 1986) presents the chronological distribution of the three languages, through the school system in the context of the three language formula:
Conclusion
It is the absence of grammar centered teaching that accounts for so much stress on methodology, ‘Method” and ‘methodology’ are dharma in western tradition it is assumed that it the method is right , the god will be automatically achieved , if the facts are correct , with the right method , we are bound to reach the right conclusion. This assumption has created a widespread concern for selecting and refining the right methods. The classical simplicity and democracy of learning / teaching in which the black board the wooden slate , the ink-pen , the ink pot , and a primer or book were all that was needed , is now perhaps instrievably lost may be it is not right to abandon technology , may be technological gadgets have a proper use, but surely a country with a huge body of learners needs to examine all these rather closely for , there is no doubt that just as rituals or karma kanda killed – before it itself was disastrously killed = the sprite of a whole way of life, the rituals of language teaching takes the enthusiasm and the intellectual challenge out of language teaching , which is reduced to a mechanical routine and process in which “How” become more important the both “What” and “Why”.
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