KD- ASSIGNMENT , P-12, ENGLISH LANGUAGE TEACHING
to evaluated my Assignment click here
NAME: DAVE KHUSHALI K
COURSE: M.A ENGLISH
SEMESTER: 3
BATCH : 2016-2018
ENROLLMENT NO : 2069108420170006
ROLL NO : 12
ASSIGNMENT TOPIC :SECOND LANGUAGE TEACHING
PAPER NO : 12,ENGLISH
LANGUAGE TEACHING
SUBMITTED DEPT OF
ENGLISH MKBU
EMAIL
ID : khushalidave8@gmail.com
*INTRODUCTION
THE
CONCEPT OF ENGLISH AS A
‘SECOND LANGUAGE’ IS NOT A PURELY PEDAGOGIC CONSTRUCT AND
HAS TO BE PROPERLY
UNDERSTOOD IN THE LARGER
HISTORICAL, SOCIAL AND EDUCATION
CONTEXT.THE CONCEPT IS DESIGNED TO
GIVE ENGLISH A PRE- EMINENT
POSITION RELATIVES TO THE INDIAN
LANGUAGES IN THE
EDUCATIONAL, AND CONSEQUENTLY THE SOCIOPOLITICAL SETUP.”ENGLISH
AS A
SECOND OR FOREIGN LANGUAGE.
· TEACHING ENGLISH AS A
SECOND LANGUAGE (TESL)
TEACHING ENGLISH AS A SECOND LANGUAGE (TESL), REFERS TO
TEACHING ENGLISH TO STUDENTS
WHOSE FIRST LANGUAGE
IS NOT ENGLISH ,USUALLY OFFERED
IN A REGION
WHERE ENGLISH IS THE DOMINANT LANGUAGE
AND NATURAL ENGLISH LANGUAGE
IMMERSION SITUATIONS ARE APT TO
BE PLENTIFUL.
IN CONTRAST ,
TEACHING ENGLISH AS
A FOREIGN LANGUAGE (TEFL) REFERS TO TEACHING
ENGLISH TO STUDENTS
WHOSE FIRST LANGUAGE IS
NOT ENGLISH , USUALLY IN A REGION
WHERE ENGLISH IS NOT THE DOMINANT LANGUAGE
AND NATURAL ENGLISH LANGUAGE IMMERSION
SITUATIONS ARE APT TO BE FEW. TEFL
TEACHING IS CONSIDERED
TO BE MORE
ACCESSIBLE TO TEACHERS WITH
LESS EXPERIENCE. THESE TEACHING
JOBS ARE ALSO
MORE PRONE TO EXPLOITATION
WITH FEW
COMPANIES HELPING TO FIGHT
AGAINST SYSTEMIC ABUSES.
THE TEACHING
PROFESSION HAS HISTORICALLY USED
DIFFERENT NAMES FOR THESE
TWO TEACHING SITUATIONS; HOWEVER, THE MORE GENERIC
TERM TEACHING ENGLISH TO SPEAKERS
OF OTHER LANGUAGES (TESOL)
IS INCREASINGLY USED TO
DESCRIBE THE PROFESSION. BOTH NATIVE SPEAKERS AND
NON-NATIVE SPEAKERS
SUCCESSFULLY TRAIN TO BE ENGLISH LANGUAGE TEACHERS . IN
ORDER TO TEACH ENGLISH AS A SECOND
LANGUAGE TO ENGLISH LANGUAGE
LEARNERS, OR ELL’S ,ONE MUST
PASS A WRITTEN
AND ORAL TEST IN
ENGLISH TO DEMONSTRATE PROFICIENCY.
THE USE
OF THESE VARIOUS
TERMS HAS LED TO
CONFUSION ABOUT THE TRAINING
OPTIONS FOR BOTH
PROSPECTIVE STUDENTS AND FOR
EMPLOYERS. BECAUSE THERE IS
NO GLOBAL SLANDERED
FOR THE TRAINING OF
ENGLISH LANGUAGE TEACHER,IT
IS IMPORTANT TO LOOK BEYOND
THE ACTUAL ACRONYM/ TITLE TO THE
COMPONENTS OF THE
TRAINING PROGRAM SHORT TERM
CERTIFICATE PROGRAM. SHORT
TERM CERTIFICATE PROGRAMS THAT
DO NOT HAVE
AN ACADEMIC AFFILIATION
RESULTING IN CREDITS OR
DEGREES (SUCH AS CLEAT OR
OTHER NON- CREDIT PROGRAMS ) CAN BE A GOOD LAUNCHING
PAD FOR BEGINNING POSITIONS INTERNATIONALLY , BUT THEY
WILL GENERALLY NOT PROVIDE
SUFFICIENT TRAINING FOR A
CAREER (UNLESS A PERSON ALREADY HAS
SUBSTANTIAL EXPERIENCE AND A
DEGREE IN A CLOSELY RELATED FIELD).
PEOPLE INTERESTED IN
PURSUING A CAREER AS
AN ENGLISH LANGUAGE TEACHER SHOULD
INVEST IN CREDIT- BEARING PROGRAMS THAT RESULT IN A UNIVERSITY RECOGNIZED
CERTIFICATE OR DEGREE PROGRAM (MA/TESOL, MA/APPLIED LINGUISTICS)
PARTICULARLY IF ONE WANTS TO WORK
IN HIGHER EDUCATION. BECAUSE OF THE
CONFUSING CERTIFICATION SITUATION, EMPLOYERS NOW GENERALLY LOOK FOR A
CERTIFICATE THAT REFLECTS
AT LEAST 100 HOURS OF INSTRUCTION
IN ORDER TO DETERMINE
IF THE CANDIDATE
HAS SUFFICIENT PREPARATION
TO BEGIN TEACHING
ENGLISH. INSTITUTIONS WITH
HIGHER STANDARD WILL
REQUIRE APPLICANTS TO
POSSESS A MASTER’S DEGREE FOR
EMPLOYMENT.
PEOPLE WISHING TO
TEACH IN THE K-12
PUBLIC SCHOOL SYSTEM IN
THE UNITED STATES WILL
NEED A STATE- TEACHER CERTIFICATION AT A
MINIMUM AND AN ELL
ENDORSEMENT (OR OTHER STATE
QUALIFICATION) TO BE QUALIFIED
TO TEACH ELL.
WHEN CHOOSING A GRADUATE
PROGRAM, IT IS IMPORTANT TO
DETERMINE IF THE
PROGRAM IS DESIGNED TO PREPARE
STUDENTS TO TEACH
IN K-12 SETTINGS OR IN ADULT
EDUCATION SETTINGS,
MOST PROGRAMS ARE DESIGNED FOR ONE OR THE OTHER, BUT
NOT BOTH.
THE ‘ SECOND
LANGUAGE’ IS UNDERSTOOD IN
TWO DIFFERENT WAYS.
1. ENGLISH IS SECOND LANGUAGE
AFTER ONE MORE INDIAN LANGUAGES,
WHICH PRIMARY AND MORE
SIGNIFICANTLY.
2. 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 CENTRALISM WHEREAS THE
NUMEROUS INDIAN LANGUAGES ARE
SEEN TO REPRESENT LINGUISTIC REGIONALISM. FROM MACAULAY TO MALAYALAM SINGH, WE HAVE
SEEN NOW IN INDIA
THE MOVEMENT FROM ONE TO OTHER .FOLLOWING THE WITHDRAWAL OF
THE BRITISH FROM INDIA ,THE LANGUAGE
QUESTION NATURALLY CAME TO THE FORE,IN WHICH THE
CENTRAL ISSUE WAS THE ROLE
AND STATUS OF
ENGLISH VIS-À-VIS INDIAN LANGUAGES ,BOTH VERNACULAR AND CLASSICAL .THE VESTED
INTEREST OF THE ‘ENGLISH KNOWING’ RULING
CLASS DEMANDED THE PERPETUATION
OF ENGLISH SO THAT THE VAST MAJORITY
OF PEOPLE WOULD
CONTINUE TO REMAIN OUTSIDE THE
PRIVILEGED POWER – STRUCTURE . TO
ACHIEVE THIS A WHOLE CONCEPTUAL
STRUCTURE HAS BEEN
DEVELOPED AND MANIPULATED. THIS CONCEPTUAL STRUCTURE HAS THREE PARTS:
1. MODERNIZATION
2. MYTHOLOGY
3. LANGUAGE POLICY
FIRST, THE
CONCEPTS OF MODERNIZATION AND INTERNATIONALISM WERE INVOKED
AND ENGLISH BECAME THE
LANGUAGE OF BOTH MODERNIZATION AND INTERNATIONALISM AND
BY IMPLICATION THE
INDIAN LANGUAGES BECAME ASSOCIATED WITH ‘TRADITION’ WHICH
BY DEFINITION WAS
ASSUMED TO BE
ANTI-MODERN AND BACKWARD LOOKING.
ONCE THIS WAS TAKEN TO BE
TRUE , THE NEXT STEP IN THE
ARGUMENT WAS TO DEFINE THE ROLE AND RELATIONSHIP
OF ENGLISH VIS-À-VIS THE
INDIAN LANGUAGES. THIS NEED
GAVE BIRTH TO ‘LANGUAGE – PLANNING ‘
WHICH WAS IN
FACT THE LINGUISTIC ANALOGUE OF
A PARTICULAR POLITICS
.’LANGUAGE PLANNING OPERATED WITH A WHOLE SET OF LEXICAL WEAPONRY THAT GRADUALLY CREATED
A NEW MYTHOLOGY. MAJOR INDIAN LANGUAGES BECAME IN THIS DISCIPLINE, ‘REGIONAL
LANGUAGES’ – NOTICE THAT ‘REGIONAL’ IS IN OPPOSITION TO ‘NATIONAL’ – AND EVEN
HINDI IS A REGIONAL LANGUAGE WHICH HAS BEEN ACCORDED THE STATUS OF AN OFFICIAL
LANGUAGE OF THE UNION AND SOME STATES. ENGLISH, THE OTHER OFFICIAL LANGUAGE DID
NOT SUFFER FROM THIS DISABILITY. ITS MAJOR STRENGTH IS ARGUED TO BE THE FACT
THAT IT CANNOT BE IDENTIFIED WITH ANYONE REGION AND THEREFORE, ENGLISH IS ONE
‘PAN- INDIAN’ LANGUAGE THAT WOULD PROMOTE NATIONAL INTEGRATION, AS NO OTHER
LANGUAGE WOULD: SO WHILE THE INDIAN LANGUAGES, AS REGIONAL LANGUAGES PROMOTE
DIVISIVENESS AND FISSPAROUS TENDENCIES. ENGLISH A FOREIGN CENTRALISM HAD AN INHERENT APPEAL FOR THE INTELLECTUALS AT A
TIME WHEN AN IMPATIENT UNITARY CENTRALISM WAS THE DOMINANT POLITICAL IDEOLOGY.
TO FURTHER BUTTRESS THIS
ARGUMENT, A WHOLE MYTHOLOGY GOT BUILT UP AROUND THE ROLE OF ENGLISH IN WHICH
THE CENTRAL METAPHOR IS THE METAPHOR OF ‘THE WINDOW’
1.ENGLISH IS THE LANGUAGE OF KNOWLEDGE (SCIENCE AND
TECHNOLOGY)
2.ENGLISH IS THE LANGUAGE OF LIBERAL, MODERN THINKING;
3.ENGLISH IS OUR WINDOW ON THE WORLD;
4.ENGLISH IS THE LIBRARY LANGUAGE; ENGLISH IS THE LANGUAGE OF
REASON;
5.ENGLISH IS THE LINK LANGUAGE;
6.ENGLISH IS THE LINGUA-FRANCA.
AS WE
SAID THE METAPHOR OF ‘THE WINDOW’ IS CENTRAL IN THIS STRUCTURE ,IN WHICH INDIAN LANGUAGES
ARE THE ‘WALLS’, THAT ENCLOSE US IN ‘DARKNESS’ AND ENGLISH IS THE ‘WINDOW ‘
THAT LETS IN THE ‘LIGHT’ OF REASON
AND MODERNIZATION .WE HAVE ELSEWHERE
SHOWN THE HOLLOWNESS OF EACH OF
THESE CLAIMS AND SHALL NOT GO INTO
THAT ANALYSIS HERE .SUFFICE IT
TO SAY THAT THESE PROPOSITIONS BECAME THE ‘GIVEN INFORMATION
‘,THE FOUNDATION OF ‘LANGUAGE- PLANNING’ WHICH
WENT INTO THE QUESTION OF THE
PLACE AND WEIGHT AGE OF
ENGLISH IN EDUCATION ,
PARTICULARLY SCHOOL EDUCATION . HOW IMPORTANT ‘LANGUAGE – PLANNING ‘ IS AND HOW IT EVOLVED IS
VERY WELL STATED BY ONE
OF THE PERTINENT
REPORTS ,THE REPORT OF THE
EDUCATION COMMISSION 1964-66, WHICH
STATED THAT A COMPREHENSIVE
LANGUAGE POLICY WILL BE A GREAT
HELP IN SOCIAL AND NATIONAL INTEGRATION .IT NOTES THAT
THE LANGUAGE QUESTION IS THE MOST COMPLICATED PROBLEM
THAT THE COUNTRY HAS FACED ‘SINCE
INDEPENDENCE ‘OR WHY AND WHAT
POLITICAL REASONS WERE
INVOLVED OR SHOULD
HAVE BEEN INVOLVED . OF COURSE
,IT BECAME COMPLICATED PROBLEM ‘
BECAUSE THE NATIONAL COURSE WAS
NOT ADOPTED ,WHICH WOULD
HAVE BEEN TO IMMEDIATELY
DEFINE AND RESTRICT
ENGLISH AS A
FOREIGN LANGUAGE AND MAKE THE
COMPLETE SWITCH OVER TO INDIAN LANGUAGES
EVEN AT THE RISK OF EDUCATIONAL ANARCHY
FOR A FEW YEARS. INSTEAD , ENGLISH WAS SOUGHT TO OTHER BE
PROMOTED MORE THAN
ANY INDIAN LANGUAGE.
THE CONFUSION DISRUPTS THE
EFFORT TO PROMOTE ENGLISH IN FACT IS THE RAPTURE THROUGH
WHICH THE MISTAKEN INTENTION
OF NATIONALIZING AN
ESSENTIALLY FOREIGN LANGUAGE – STANDS REVEALED FOR
A FOREIGN LANGUAGE – STANDS
REVEALED. FOR A FOREIGN LANGUAGE
LIKE ENGLISH CANNOT
BE THE LINGUISTIC
SECOND LANGUAGE –THIS ROLE RIGHTFULLY
BELONGS TO AN
INDIAN LANGUAGE , REGIONAL
OR ANY
OTHER.
THE ELITE – MASS,
URBAN RURAL DIVIDE ARE PROJECTED IN THIS REPORT ITSELF
AND THE INDECISIVENESS MUCH EVIDENT.THESE TERMS GET
DIFFERENT DEFINITIONS DEPENDING ON HOW THEY ARE DEFINED- CHRONOLOGICALLY, LINGUISTICALLY, FROM THE POINT OF VIEW OF LANGUAGE POLICY OR
PEDAGOGICALLY .
*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 LEARNER
IN HIS SOCIAL COMMUNICATION .
IT IS
USUALLY THE MOTHER – TONGUE
OR THE
REGIONAL LANGUAGE OF THE CHILD.
*THE SECOND LANGUAGE ,
I.E. L2 IS THAT LANGUAGE WHICH IS
INTRODUCED COMPULSORILY EITHER AT 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 . HENCE THE SECOND LANGUAGE IS TO ENABLE THE
SPEAKER FOR WIDER PARTICIPATION IN SOCIETY, AND THE
NATION LEADING TO SECONDARY SOCIALIZATION . HENCE THE SECOND
LANGUAGE IS USUALLY
EITHER THE STATE
OFFICIAL LANGUAGE OR NATIONAL
LANGUAGE .
*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 TERTIARY SOCIALIZATION
AND GIVEN THE LEARNER A WORKING
KNOWLEDGE OF THE
LANGUAGE SO THAT
THE LEARNER MAY
READ COMPREHEND AND EXPRESS
CORRECTLY IN THAT LANGUAGE.
NOTICE THAT AS
DEFINED ABOVE , ENGLISH
FUNCTIONALLY, IS L3, THE THIRD LANGUAGE – IT CANNOT BE L2 BUT ENGLISH IS
ALLOWED TO BE INTRODUCED AND
STUDIED AS THE
SECOND LANGUAGE. 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 :
1. PRIMARY STAGE – ONLY MOTHER
TONGUE/ REGIONAL LANGUAGE BOTH
2. POST PRIMARY/SECONDARY- ENGLISH AND MODERN
INDIAN LANGUAGE (INCLUDING HINDI) AND ENGLISH
3. SECONDARY STAGE – THE SAME PATTERN AS IN
POST PRIMARY.
4. SENIOR SECONDARY- STATE LANGUAGE
AND OPTIONALLY, ENGLISH FOR SPECIFIC PURPOSES.
*SOME IMPORTANT POINTS
“KNOWLEDGE IS GROWING AT
A BREATH - TAKING
PACE. ENGLISH SHOULD PRIMARILY
BE TAUGHT SO THAT AT THE
END OF FOUR/FIVE
YEAR COURSE:
Ø IT CAN BE
USED AS A LIBRARY LANGUAGE
TO ENABLE THE
LEARNER TO KEEP ABREAST
OF THE LATEST
ACCRETIONS TO THE DIFFERENT
FIELDS OF KNOWLEDGE ,AND
Ø IT CAN ENABLE THE LEARNER
TO PURSUE HIGHER/PROFESSIONAL
EDUCATION.
THE
BASIC COMPETENCIES IN THE
FIRST FOUR YEARS
SHOULD BE THAT
OF READING , WRITING , LISTENING
AND SPEAKING THESE SHOULD BE DEVELOPED WITH REFERENCE
TO A SPECIFIC
CORPUS OF LANGUAGE
MATERIAL AND COMMUNICATION
NEEDS.”
· OBJECTS OF LANGUAGE 2
1)TO HELP THE
INDIVIDUAL IN MAINTAINING
HIS PERSONAL RELATIONS
2)TO HELP THE INDIVIDUAL
TO CARRY
ON HIS BUSINESS PURPOSES
BEYOND HIS LINGUISTIC GROUP
3)TO HELP
THE INDIVIDUAL TO CARRY ON
HIS SOCIAL AND CULTURAL ACTIVITIES BEYOND HIS
LINGUISTIC GROUP
4)TO HELP
THE INDIVIDUAL TO FEEL HIS
IDENTIFICATIONS WITH A
LARGER GROUP, MAY BE
THE NATION.
*CONCLUSION
THIS
TERM IS A
VERY IMPORTANT TERM . IT IS ABSENCE
OF GRAMMAR- CENTERED TEACHING
THAT ACCOUNTS FOR SO
MUCH STRESS ON METHODOLOGY .
· IMAGE OF SECOND LANGUAGE
Work cited
From material
Comments
Post a Comment