CONTENTS 42 32 25 20 15 10 3 2 oueLX ubr2March–April,2017 Number 2 Volume LIX The JournalofEnglishLanguageTeaching(India) Group DynamicsinDiscussion Context ArunGeorge Conceptual FrameworkandViabilityintheIndian Content andLanguageIntegratedLearning(CLIL): Motivation: anAffectingFactorinLangugeLearning resource classroom How toengagelowproficientlearnersina Continuing ProfessionalDevelopment Action Research:AnEffectiveStrategyfor One-on-One: InterviewwithDavidNunan in English On WritingtheLiteraryHistoryofIndianFiction Editorial Sunitha Venugopal Lal C.A.& N. Vadivel Raju Prathiknatam Vinayadhar Hitesh CBhakat Albert P’Rayan M.S.Nagarajan EDITORIAL

Jean McNiff in his book Action Research: Principles and Practice states that “ Teaching may be regarded as a means of improving schooling, by focusing on generalized issues of the management of curriculum or class, or it may be seen as a means of engaging in a critical process of action reflection which is in itself education.” Yes, the best teacher or educator is a person who engages themself in reflective teaching and action research. No doubt, action research continues to gain prominence in recent years in the field of ELT. This issue of the Journal of Language Teaching (India) carries interesting and thought-provoking articles on action research, content and language integrated learning and views of well- known reflective teachers and researchers. M.S.Nagararajan in his article ‘On Writing the Literary History of Indian Fiction in English’ proposes some directions in writing the literary history of Indian fiction in English. Stating that ‘nationhood’ is an imagined community, he says that modern literary history does not espouse a single ideology or framework, but canvasses a wide range of scholarly concerns. The regular column One-on-One features David Nunan, a well-known applied linguist, English language educator and author. Professor Nunan talks about his successful textbook series Go For It, how he got interested in English language education, how his approach to teaching evolved over the years, his contribution to TESOL as the President of the association, importance of professional development for teachers of English, etc. Hitesh C Bhakat in his paper ‘Action Research: An Effective Strategy for Continuing Professional Development’ highlights the importance of action research and discusses the feasibility of action research as an effective means for professional development. Vinayadhar Raju gives a report of an action research he carried out while taking an online course Electronic Village Online (EVO)-2017. He shares his experience of how during the process of the action research project on ‘How to engage the low proficient learners in a low resource classroom’, the teacher and students learnt and worked together to solve some learning difficulties. Vadivel Narayanan shares his experience of motivating learners from the rural background and describes the strategies he used to help them develop their English language skills. In the article titled ‘Content and Language Integrated Learning (CLIL): Conceptual Framework and Viability in the Indian Context’, Lal C.A. and Arun George probe the basic nuances of CLIL as an ELT methodology, and its viability in the Indian context. Group discussion (GD) is an important part of the selection process in campus placements. In the article on ‘Group Dynamics in Group Discussion’, Sunitha Venugopal discusses how GD can be used to assess a candidate’s suitability for a job and how students should be trained to develop their GD skills. Dear readers, it is your journal. As always, I welcome your feedback and comments. You can contact me at [email protected]. Dr Albert P’Rayan

2 The Journal of English Language Teaching (India) LIX/2, 2017 On Writing the Literary History of Indian Fiction in English

M.S. Nagarajan

I the data for his account. In short, though he is involved in the problems of Way back in the forties of the last century, historiography, the historian cannot be Rene Wellek raised a pertinent question blind to problems in theory, methods of which has set the minds of literary analysis and evaluation and explication of historians thinking: “Is it possible to write texts. literary history, that is, to write that which will be both literary and a history.” The II present article proposes some directions in To begin with let us for a while turn our which such an attempt could go. Let us attention to a few noted and noteworthy realise that literary histories get written literary histories. Most of the existing again and again; there cannot be just one literary histories that we know can be literary history of a nation or a period. The classified as ‘philological’ where texts are extreme view would be that we need no studied in terms of ‘the means of literary history since its objects are always composition’ or ‘dialectical’ where all works present, echoing Eliot’s well-known dictum are assumed to be a kind of discourse and that the whole of literature of Europe from discussed in terms of a predetermined set Homer has a simultaneous existence and of principles. Both these kinds take into composes a simultaneous order. They are account either the ‘pre’ or the ‘post’ eternal and so do not have a history in the constructional elements, ignoring the usual sense. Such a view ignores the simple constructional elements of a work which are concept of literary evolution in arts though the only relevant ones. Again the principles it may sound abstract. The real problem is with which these studies have been how to provide a framework for such a organised are either ‘atomistic’ because the literary history. transition from one author to another is not Literary history is an independent province established and the studies remain isolated of scholarship. It is not textual analysis, or ‘organic where the connecting factor of though a historian’s literary sensibilities the authors is, in most cases, some analogue have to be sharp and keen enough to explain drawn from life. Such an analogical, integral the relationship among works. It is not framework obscures the artistic literary criticism though the historian has particularity of the works in consideration. to evaluate works and establish causal The reason for which such literary histories relationships among works which will form need to be rejected can be understood if we

The Journal of English Language Teaching (India) LIX/2, 2017 3 subject a few histories for a brief review. human activity, but as philosophical These may, and in some cases, do achieve documents which have an unbroken a good deal of freedom and flexibility but ideational continuity. His is a historical they need to be discarded as being construct with a particular bias. Concepts tendentious since they are committed to a of ‘plenitude,’ ‘continuity,’ and ‘gradation’ ‘thesis.’ are seen to be operating in literature from Plato to the 19th century and these make Probably the earliest literary history that we up the great chain. The most striking have known, Hippolyte Taine’s History of negative consequence of this history is that English Literature (4 vols) is a learned there is a flattening out of all personalities treatise but it is dogmatic and deterministic and even fourth raters are as important as in that it organises and discusses literature first raters. Plato, Aristotle and Augustine deductively with respect to its three causes: get reduced to just links of this heavy and ‘race,’ milieu,’ and ‘epoch.’; Emile Legouis cumbrous chain. What more, historically and Louis Cazamian’s A History of English minor poets who attempt something new Literature, another early work, usually tentatively grow mightily important. referred to as authoritative by those of us of the earlier generation, views the history V. Parrington’s Main Currents in American from the Renaissance up to the twentieth Thought is analogous to Lovejoy’s; only his century as a pendulous swing with the point of view is the economist’s, and the spontaneity of Romanticism set against the doctrine that provides his common ground controlled structure of Classicism. The is the dialectical opposition between history becomes a dialectical contrast conservatism and liberalism. He is so between these two forces. A.O. Lovejoy’s The obsessed with economic theories that there Great Chain of Being is a profoundly is a scant treatment of such literary figures sensitive intellectual history on the lines of as Poe and Henry James. He finds cause in Leslie Stephen’s History of English Thought important historical events for his literary in the 18th century, and Irving Babbitt’s history. Robert Spiller in his The Cycle of Rousseau and Romanticism. Lovejoy dissects American Literature believes that such a and analysis what he calls ‘unit ideas’ such rational view is inadequate and the key as God, Nature, Evolution and determines concept for him is the ‘symbol.’ He finds how these have embodied the collective symbolic meaning in the way the frontier thought of a large group of persons. He operates in American history in two cyclic makes a rigorously searching investigation levels. The first frontier is the course of into works to see how the ‘unit ideas’ have American literature from the earliest been “at work in the most various regions religious tract and intellectual writings to of history of human thought and feeling.” the culmination in the most exalted forms Ideas—not men-rule the world. Works of of American renaissance represented by literature exist for him, not as products of such writers as Thoreau, Emerson, Melville

4 The Journal of English Language Teaching (India) LIX/2, 2017 and Whitman. The second frontier is the English Poetry which treats English poetry movement across the Midwest to the fat west in relation to the English mind and its culminating in the second renaissance, in national consciousness, Oliver Elton’s Faulkner, Dreiser and Eliot. Analogically Survey of English Literature in six volumes forcing the life of an individual into a which is an appreciation of works national movement and the geographical individually—the list could be extended movement into literary is what makes this indefinitely—are all either ‘organic’ or otherwise brilliant history ‘organic.’ ‘atomistic’ histories in the sense in which we have used these terms. These do not treat Many other works bearing affiliation with the historical evolution of literature as art. this method can be cited as examples. Eric Auer Bach sets up, in his Mimesis, a As against these, Ronald S. Crane in his trailblazer in mid-twentieth century, a large Critical and Historical Principles of Literary outer structure of history in which History (1967) proposed a different method individual works are seen to exist in of organising literary works by their form obedience to a predetermined scheme. The or genre. He called it ‘Narrative History of scheme is not worked out inductively from Forms.’ For British and American the works themselves. The notion that the literatures, there exist well-tried traditions artist is responsible for his art is ignore by of literary histories, however much they may Auerbach and we have a feeling that writers fall short of our expectations in terms of the have no control over the history which methods of organising works of literary art. determines their works. Northrop Frye sets What is more, general and period histories up a quasi-scientific structure using the of the types of Oxford History of English analogy of the biological sciences and Literature in 7 volumes and Cambridge expects works to be reduced to his History of English and American Literature ‘archetype.’ Kenneth Burke’s Counter- in 18 volumes under specialist editors get Statement studies literary texts on the basis written time and again, from different points of the effect they have on the audience. He of view and shifting perspectives. Among the too is concerned with the ‘form’ of works countries of the third world, Australia and but in a different sense. It means the arousal Canada have felt more than others the need and fulfilment of desires. A text achieves for an authentic version of their literature. such a form in so far as one part of it leads In India, however, though writing in English the reader to anticipate another part, to be has more than a two hundred year old gratified by the sequence. The value of works history, there are not enough histories of is determined by their rhetorical capacities literature linking up works with one another for affecting the reader’s emotions. In these and establishing a literary continuum. instances we have previously worked out However, mention must be made of two systems for interpreting individual works. general literary histories that have served W.J. Courthope’s elaborate History of us well in the past. Both were written by

The Journal of English Language Teaching (India) LIX/2, 2017 5 exemplary scholars of eminence who have whole, its gestalt and, (ii) It is a narrative taught the subject Indian Writing to history in terms of the changes in artistic generations of students. K.R. Srinivasa ends, materials, techniques, etc. The Iyengar’s Indian Writing in English revised prospective historian has first to consider and updated periodically for four decades what is the informing principle that makes and more now is his magnum opus. M.K. a work a distinctive whole and how the Naik’s A History of English Literature (1982) requirements of this principle have helped is another pioneering effort which has to determine the conception of handling its helped to promote Indian Literature as a parts. Then he has to establish a continuum discipline worthy of higher study and for relating these studies. Causal narrations research. Apart from these two standard are some possibilities for the prospective works, we do not have full-length literary historian, such as the development of plots histories, but only partial studies such as from the simple to the complex, character Meenakshi Mukherjee’s Twice Born Fiction portrayal and the motives governing them, (1971), C.D. Narasimhiah’s The Swan and shifting focus in narratology, etc. the Eagle (1969), K.S. Ramamurti’s The Rise of the Indian Novel in English (1987) and It is commonplace that works of literature collections of essays by diverse hands united are often conditioned by time and spirit. The by a single theme, such as “New Writings reciprocal relationship in terms of influences from India.” between works of literature and their time can be noticed in the context of Indian III fiction too. In the novels of the post- Under these circumstances, there is a dire independence period, the external world of need for a comprehensive literary history of social reality was stable and secure and the Modern Indian Fiction. Fiction is the most fortunes of the protagonist, who was at the dominant form of literature of our time. It centre, were shaped and controlled by such is in fiction and individual’s awareness of a world. The Chronicles of Kedaram, The life encounters its fullest expression. Serpent and the Rope, The Guide, Voices in Fictional craft has witnessed the most the City, A Bend in the Ganges are some significant developments in the aesthetic random examples of this period. In the next and thematic ordering of fictional events. decade the economic growth and consequent Here is a suggested proposal along the lines prosperity of our nation, along with the suggested by Ronald Crane in his Principles establishment of institutional awards by for writing a narrative literary history of Sahithya Akademy, Sangeeth Natak Modern Indian Fiction. There are two Akademy, etc., had a direct and different functions involved here: (I) It is a study that impact on the growth of Indian fiction. It concerns itself with the constructional was also a decade of expanding reading elements, or the artistic principles which public. The social milieu was operate in the work, making it a united sympathetically inclined to accommodate 6 The Journal of English Language Teaching (India) LIX/2, 2017 ‘history’ and ‘politics’ which had played vital work in out vernaculars might be Indian roles in the lives of the masses. Historical since they do not claim to participate in the and political novels, with special thematic fiction of the ‘postcolonial totality called emphasis on the national upheavals s the India.’ Rushdie too felt that the prose freedom struggle and partition were a writing—both fiction and nonfiction— welcome feature, hitherto unknown. Azadi, created by Indian writers working in English Train to Pakistan, The Apprentice may be is a more important body of work than most cited as examples. of which had been produced in the vernacular languages during the same The long period of normalcy of Indian fiction period. suddenly received a jolt. An unprecedented change occurred in the eighties of the last In terms of narrative techniques, the century. News talents emerged; many voices impress of postmodernism is conspicuous. came to be heard. The most influential Contemporary novelists daringly experiment forbear of the pluralism of the eighties is with the language of fiction. Raja Rao Salman Rushdie, the highly gifted articulated this way a long while ago while practitioner of the art of fiction. Fictional writing Kanthapura. One has to convey in a protagonists, drawn from different language that is not one’s own the spirit nationalities are obscure people anxiously and sensibility that is one’s own. One has sitting on the edge of the world, as it were. to convey the shades and omissions of a Midnight’s Children, The Golden Gate, The certain thought movement that might look Circle of Reason, Antique World come readily weird in an alien language. The inventive to one’s mind by way of examples. The vitality in the use of fantasy, science fiction, burgeoning forth of feminism affected the magic realism, syntactically dislocated consciousness of women as can be seen in language and word plays have substantially the novels of Anita Desai, Sashi Deshpande, enriched the form of the Indian novel. The Arundathi Rai, Jumpa Lahiri, etc. Powerful short span of four decades after portrayal of female oppression has come to independence bears witness to a scene of be reflected in feminist fiction. diaspora in Indian fiction. It is in excellent As a literary phenomenon, fiction is not new health, fully replenished, eagerly awaiting to India; it is a living and evolving genre the arrival of a historian to narrate its story. ever since the literary renaissance began in There are myriad shifting possibilities: India in mid eighteenth century. It evolved migrant writers, themes from contemporary as a subaltern consciousness, as a reaction socio-cultural situations, exploration of to break away from colonial literature and relationship between East and West, attempts to portray India through Indian fictional reworking of mythology and history, English. According to Amit Chaudhuri, the man-woman relationship, the process of Indian novel is necessarily written in middle class urbanisation and the English and it is absurd to assume that any predicament of man, disinheritance from life The Journal of English Language Teaching (India) LIX/2, 2017 7 as lived in the past. IV

An Outline Sketch for a Narrative Literary In recent times, there has been a rethinking History of Modern Indian Fiction in English on what constitutes literary history. This discipline which all along was confined to 1. Introduction: The situation after the area of writing a history of imaginative, Independence – proliferation of the novel literary compositions, that is works which – causes –analyses and evaluation of are fictional, factual oral or written. Now major works its boundaries have broadened, extended so 2. The pre-Rushdie era: fiction of the 60s as to include not productions alone but also and 70s – factors governing their reception. The notion of literature is composition – reception – treatment of increasingly becoming non-normative. It themes – varieties of fiction – the impact includes many other categories of discourse of the Western experimental novel and drawn such other fields as anthropology, modernism fine art, and music thereby increasing the number of texts to be examined in historical 3. The post-Rushdie era: prolific growth, the contexts. One cannot think of a monolithic non-fiction novel, postmodernist modes construction of literary history which leads 4. After Empire: postcolonialism and the to a marginalisation of most other cultural Indian novel – bonds of commonalty traditions. After all ‘nationhood’ is an among third world fiction – mutually imagined community. So new enriching factors – hybridity and methodological paradigms come into play decolonisation in this idea of the move from the national to the new or comparative literary history 5. Indian fiction in translation: new projects which “seeks to recast literary works as – regional novels in English – an Indian historical ‘events’ within a dynamic context phenomenon – its challenging prospects of reception and transmission.” Such a – pastures new history does not espouse a single ideology or framework, but canvasses a wide range 6. Narratology: the absorption and of scholarly concerns. Hence there is a transformation in terms of the art of growing need for a more flexible and composition – traditional perspectives – integrative concept. formal questions – the significant development in the rhetoric of the Indian Works Consulted novel Chaudhuri, Amit, ed. The Picador Book of 7. Conclusion: the future of Indian fiction Modern Indian Literature. London: Picador, – not at the crossroads – myriad 2001. possibilities for renewal and replenishment Crane, Ronald. S. Critical and Historical

8 The Journal of English Language Teaching (India) LIX/2, 2017 Principles of Literary History. Chicago: Rene Wellek. The Fall of Literary History. University of Chicago Press, 1971. 1973.

Hartman, Geoffrey. Toward Literary History Rushdie, Salman, ed. The Vintage Book of (1970). Indian Writing. London: Vintage, 1997.

Naik, M.K. A History of Indian English Spencer Dorothy. Indian Fiction in English. Literature (1982). An annotated bibliography.

Perkins, David. Is Literary History Possible? New Literary History. Johns Hopkins Baltimore: Johns Hopkins University, 1992. University.

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The Journal of English Language Teaching (India) LIX/2, 2017 9 One-on-One: Interview with David Nunan

Albert P’Rayan Professor of English & Head, Higher Education, KCG College of Technology, Chennai Email: [email protected]

Professor David Nunan needs no introduction. Every ELT professional across the globe and most English language teachers and teacher trainees in countries where English is either the second or foreign language must have known something about Dr David Nunan, a well-known applied linguist, English language educator and author. In this interview with Albert P’Rayan, Dr Nunan talks about his successful textbook series Go For It, how he got interested in English language It is the world’s most successful textbook education, his teaching career, how his series. Over three billion copies must approach to teaching evolved over the years, have been sold by now. Can you share his contribution to TESOL as the President with us the success story of Go For It? of the association, importance of The success of Go For It took everyone by professional development for teachers of surprise, including the publishers. It was a English, etc. combination of luck, timing, and a series A few days ago, I happened to interact that was a combination of traditional with a group of ELT practitioners and pedagogy with innovative features that drew research scholars. I told them that I was on my own research into learner-centered planning to interview you for the Journal instruction and task-based learning. of English Language Teaching (India). Innovative features include an analytic Out of curiosity, when I asked them syllabus, collaborative learning, a focus on whether they had used your books, they learning processes, and a reflective started mentioning some titles. When I approach to learning. The two basic asked them whether they had any language syllabus types are synthetic questions which I could include it in the syllabuses and analytic syllabuses. A set of interview questions, one of them synthetic syllabus takes as its point of mentioned the textbook series Go For It. departure lists of discrete phonological, 10 The Journal of English Language Teaching (India) LIX/2, 2017 lexical and grammatical items. The analytic second language and then fell in love with approach takes as its point of departure an the subject. inventory of tasks – the things that people Do you think only teachers with do with language in everyday life. Another considerable experience can be successful feature of the series is collaborative learning, ESL/EFL materials writers? in which the focus is on learners working in groups learning experientially rather than I do believe this. All of the best ideas in my on the teacher transmitting knowledge. In textbooks have come from my experience as addition to having language content goals, a classroom practitioner. So, yes, I believe the series also has learning process goals. that considerable experience is necessary For example, in a reading task in which to be a successful ESL/EFL materials writer. learners have to scan for specific However, it is not sufficient. Relatively few information, the reading strategy of highly experienced teachers are successful scanning is explicitly taught to the learners writers. Textbook writing requires highly and consciously applied to the reading specialized skills such as conducting needs process. An important learning strategy is analyses, syllabus design, that is, selecting reflecting, that is giving learners and sequencing linguistic and experiential opportunities to reflect on their learning, content, methodology, that is creating tasks, evaluating what tasks and language items exercises and activities that are creative, have been mastered, how well they have engaging, and appropriate for the targeted been mastered, and what needs more learners, and assessment and evaluating. practice. You have taught English for many years Professor Nunan, you have written in different countries. What is your most articles and books almost on all areas in rewarding teaching experience? the field of English language education. My most rewarding teaching moments occur How did you get interested in English when I have tangible evidence that my language education? learners have developed their I began my teaching career in an inner city communication skills as a result of the high school in Sydney Australia. I was structured learning opportunities that I trained as a teacher of literature, although have created for the learners. While the I also studied linguistics as an relationship between teaching and learning undergraduate. I thought I would be is complex and indirect, the right type of teaching literature, but the vast majority of teaching (creating opportunities for learning my students were immigrants and refugees rather than trying to drill your knowledge who spoke little English. In order to teach into the heads of the learners) does result literature, I first had to teach my students in learning. Recently, I was in Australia English, so like many English language giving seminars to a class of Masters teachers, I ‘fell into’ teaching English as a students, a number of whom came from The Journal of English Language Teaching (India) LIX/2, 2017 11 China. They told me that they had learned reflecting on my own teaching practices. In English in school as a result of studying Go terms my theory (and there is no ‘current For It. I replied that although I was pleased theory’ – rather multiple theories), I have that my materials helped them acquire been greatly influenced by constructivist, English, it was their efforts that brought experiential models of learning. I subscribe the learning about. to a sociocultural rather than purely cognitivist view of learning, and in recent Is it important to have a different years have been influenced by complexity approach to teaching ESL/EFL in theory which provides an explanation for the different countries? fact that language learning and use outside The approach taken should always be the classroom is very different from language appropriate to the context. The context will learning and use inside the classroom. . include the age and level of proficiency of Who, according to you, is a successful the learners, the skill of the teacher, the teacher of English? cultural context, the instructional environment (class size, resources available The successful teacher is the one who has etc.), the prior learning experiences of the a detailed knowledge of his/her students: learners, and individual learners’ styles. No their needs and interests, their preferred one approach will work for everyone in a ways of learning, the lives they lead outside particular country because learners are of the classroom, their learning goals and different and learn in different ways. life goals etc. and can incorporate these into their teaching. The successful teacher is Do you teach ESL/EFL the way you passionate about teaching and cares for his/ taught the language almost 3 decades her students. ago? How has the current theory of language teaching and research affected You have been a renowned linguist, your approach to language teaching? researcher, teacher, teacher educator, trainer, materials writer, conference When I started teaching (45 years ago, presenter, ... How do you motivate actually), audiolingualism was the dominant yourself to continue to be a great achiever methodology. Based on behaviorist and contributor to the field of English psychology and structural linguistics, most language teaching? class time was devoted to various kinds of pattern drills designed to inculcate I love what I do. If you love what you do, grammatical forms through a process of and have curiosity you will always seek to habit formation. Over the years, my improve what you do from teaching to approach to teaching evolved, and continues research to writing. For me what I do is not to evolve under the influence of my own a job, it’s a vocation. research as well as the research of others, changing theoretical perspectives, and You have served as the President of 12 The Journal of English Language Teaching (India) LIX/2, 2017 TESOL. What is your major contribution access to the Internet and mobile to the organization? technology? Will the fast-paced changes brought about by information I was the first President to serve in the and communication technology (ICT) position from outside North America. I did promote learner autonomy in the so from Hong Kong where I lived and future? continue to live. As such, I worked hard to make TESOL a truly international Technology has changed every aspect of association. I also tried to bridge the gap many peoples lives, and education is no between researchers and practitioners, exception. The Unternet provides myriad arguing that classroom-oriented action learning opportunities for using and research can enhance their own practice as learning language, particularly outside the well as providing insights into the classroom classroom, and this promotes autonomy that are beyond the reach of academic because, by definition, learners have to researchers. function independently when they are working without a teacher. How important is professional development for teachers of English? Will the role of English language teachers be redefined in the technology-driven Career-long professional development is modern world characterized by fundamental to anyone who calls themselves “informationalism” (Castells, 1996) a professional. But the professional development has to be relevant to their Yes. It is not possible to teach online, or in needs as PR actioners and to the contexts the blended learning classroom without in which they work. redefining one’s roles and identity and developing new teaching skills. In what ways can teachers of English in developing countries develop themselves You must be one of the most sought after professionally? conference presenters. It is not practically possible for you to accept all There is no one answer to this question. the invitations. On what basis do you They can do it through in-service and award accept to be a resource person or bearing courses offered either face-to-face presenter? or online, through the ‘virtual’ attendance This depends on whether I’m already at conferences such as IATEFL which is live committed. Often I’m asked to be a plenary streamed free of charge, through engaging or keynote speaker but have to decline in reflective practice and action research, because I’m already booked up. (My diary/ and through many other means. planner for 2018 is already filling up.) These days, most learners in developed Another consideration is the difficulty of as well as developing countries have getting to certain places. I have a number

The Journal of English Language Teaching (India) LIX/2, 2017 13 of age-related medical issues which makes through non-academic writing. I’ve written travel challenging. a travel book,(Roadshow) a memoir (When Rupert Murdoch Came to Tea) – available You have won numerous awards. For through amazon - and a book of short stories example, in 2003 you were ranked the Other Voices, Other Eyes which will be 7th most influential Australian in Asia by published in August. Business Review Weekly and in 2005 you were named one among the top “50 What projects are you currently busy Australians who matter”. How important with? are these awards to you? I’m writing a book on the history of my They are a recognition of, not only of my mother’s family who immigrated to Australia work, but of the importance of English in the 1850s. Doing the research for this language education by people from outside book was fascinating. I’m also busy with my the field of education – from the business, work as a member of the Executive media and political worlds. For this reason, Committee of TIRF which I helped establish I value them quite highly. during my TESOL Presidential years (1998 – 2002), teaching online graduate courses Your contributions to and achievements for Anaheim University when I am in the field of English language education Distinguished Research Professor, and make people like me think that you don’t doing consulting work for publishers and have time to relax at all. If at all you educational institutions. have free time, how do you spend the free time? What is your messsage to the ELT community in India? I relax by outdoor exercise (I’m a keen runner and swimmer), painting, reading, If you love teaching, pursue it with passion. listening to music, and, believe it or not, If you don’t, find yourself another career.

14 The Journal of English Language Teaching (India) LIX/2, 2017 Action Research: An Effective Strategy for Continuing Professional Development

Hitesh C Bhakat Lecturer, Regional Institute of English, Bangalore Email: [email protected]

ABSTRACT This paper highlights action research as an effective strategy of continuing professional development to meet the challenges on recent demands for specialized expertise in practicing teachers. Diurnal occupational academic activities take a major portion of time of individuals creating unfavourable situation withholding them to pursue other means of growth as academicians. The paper focuses on feasibility of action research as an effective means as it enables teachers to collect data from observation and reflection on own practices without demanding extra time or being away from workplace. The paper concentrates on professional development, action research for growth, processes of research and it benefits.

Keywords: professional development, action research, reflective practices, intuitional enquiry

Introduction individuals. The paper highlights Entire world has undergone a sea change. importance of professional development, This has affected each profession resulting action research as an effective means, extra work to pace with the changing needs processes of pursuing action research and and update with required experience to it benefits. maintain professional standard. Many Professional Development strategies have been advocated in professional circles at national and Value of positive experience in each field of international levels providing academicians study remains crucial in the changing to pursue their professional growth. Many scenario of academic pursuit. This requires of such means of professional development individuals to go beyond diurnal mechanical remain a mere dream for individuals as practices to innovative ideas for growth. A workloads consumes extra time. Action structured way of following such procedure research in which, an individual does not proves productive expansion for many require to be away from job and can be professionals. There have been many ways conducted based on own academic pursuit an individual can engage in for extra proves a very effective strategy for information and required wisdom both professional growth of those busy academic formal and informal ways. Reading The Journal of English Language Teaching (India) LIX/2, 2017 15 professional journals, attending conference, ELT both at classroom practices or teacher- seminars and workshops are some operative training. avenues open for all. Discussion with fellow Processes of pursuing action research colleagues on issues and problems enables practitioners gain additional insights. Action Action research is a qualitative research and research is one such a strategy to accelerate a scientific study to enquiry with objectivity and enhance personal growth especially in and control. “Qualitative researchers adopt areas of English Language teaching. a structured and standardised approach towards their enquiries … forming research Action research as an effective means hypotheses … are based on previous Action research is a structured means of evidence which provides rationale for reflection on own work to sort out issues considering of hypothesis worthy of testing.” related to own professional practices. It (Burns 1999:21) Action research reflects “ focuses on concrete and practical issues of a direct and logical outcome of the immediate concern to a group in which the progressive position. After showing children individual has been associated with for their how to work together to solve their problems, growth in language learning. “It is conducted the next step was for teachers to adopt the in naturally occurring settings, primarily methods they had been teaching their using methods common to qualitative children, and learn to solve their own research (Nunan 1992; McKernan 1996) problems co-operatively. (Hodgkinson 1957, such as observing and recording events and cited in Cohen and Manion 1994:190, Burns behaviours. Its approaches are essentially 1999: 29) Understanding the importance of ‘participatory’, in that they are conducted action research for the dual purposes of by and with members of the actual solving classroom related issues and for community under study (Bailey 1998). continuing professional development, it is Because of its practical nature and focus imperative to gain an insight of processes on immediate concerns, it holds particular to assume it. appeal for classroom teachers and a promising direction for the building of Action research is an enquiry. It arises “out theories relatedto teaching and learning.” of our professional practices.” (Burns 1999:24) Action research proves an (Wallace1998:15) It is a series of interrelated effective strategy as observation, data experiences involving a few phases of collection and analysis remains a part of actions. They are “exploring, identifying, own practices for specific purpose in solving planning, collecting data, analysing and problems related to teaching and learning reflecting, hypothesising or speculating, difficulties. The very processes enable intervening, observing, reporting, writing, classroom practitioners gain additional presenting (Burns 1999:35) An insight leading to research locating understanding of the steps makes research innovative means to overcome problems in work systematic and easier. 16 The Journal of English Language Teaching (India) LIX/2, 2017 Exploring is recording of general 1. Purpose Why are you engaging in this observations of a situations. Identifying action research? involves refining areas of concern. 2. Topic What are you going to investigate? Planning concerns to preparation of an action plan for collecting data using 3. Focus What is the precise question you appropriate research methods. Collecting are going to ask yourself within that data focuses time and procedure and area? process of gathering data. Analysing data is a process in which the researcher 4. Product What is the likely outcome of considers data as stimulus for reflection. the research, as you intend it? Hypothesising/speculating is a phase of 5. Mode How are you going to conduct the anticipating in advance the actual research? occurring of the research (learning, behaviour or progress). Intervening refers 6. Timing How long have you got to do the to adopting a mode of changed practices research? Is there a deadline for its based on hypothesis of speculation and completion? deliberate action on experimentation. 7. Resources What are the resources, both Observing connotes assessing of outcomes human and material, that you can call and intervention, reflecting on effectiveness upon to help you complete the research? of actedaction and redesigning a set of strategies for implementation. Reporting 8. Refocusing/fine-tuning As you involves articulating the actions taken, proceed with your research, do you collection of data and insights gained in suppose you the process of the research and sharing will have to rethink your original question? with others. Writing is a final phase of (Wallace 1998 :21) summing up and recording entire process of the said research for presentation. There are constraints in action research. Presentation, the last phase, is sharing The problem related to data reliability and results and effectiveness of the research validity. Reliability refers to fairness to all to a wider audience in a big platform. research subjects (students) related to marking scheme. In other words, finding an Action research is a cyclic process. Deciding answer to the question, ‘will there be topic of action research is vital for smooth comparable results of the research if conduct of the same. For selecting and conducted by different researchers in a developing the topic, there are certain steps different classroom?’, etc. Validity denotes that enable the researcher to be precise in the concept of testing what the researcher deciding a topic. Eight specific headings of supposed to test and not something else. In topic selection simplify the process as other words, the researcher need to confirm suggested by Wallace. They are: the test items that is designed really tests The Journal of English Language Teaching (India) LIX/2, 2017 17 what is intended to. In most cases, some of them can help taking appropriate decision results of action research will be subjective for planning future course of action while in certain cases, especially, in the results planning, executing and solving existing of an interview if conducted expecting problems in English Language Teaching and opinion on the effectiveness of lesson learning. The action research also transaction and student responses. encourages collaboration between individual in the same institution and sharing of ideas Research techniques adopted for action can demonstrate invaluable insight for research play a dominant role. There are school improvement. Action research couple of established research techniques empowers individual to move on to reflective used in action research. They are (a) filed- practices. notes, logs, teaching journals, diaries, personal accounts and verbal report, (b) Conclusion observation techniques, (c) evaluation and Professional development plays a dominant trailing, interviews and questionnaire, (e) role in updating with the required insights case studies, (f) experiments, etc. in the fast-pacing world. Various Researchers while taking up action research institutions and organizations have emerged need to decide on facts concerning ethical in recent years providing new avenues to issues. If the action research conducted no teacher trainers, researchers and classroom way helps students progress in their practitioners. Academic workload and language learning, the researcher is not subsidiary activities in an intuitional context supposed to engage it leading to waste of consume major portion of time for individual student time and efforts. In such cases, it and stand on their own continuing would be considered useof unwanted professional growth. Action research is one authority for the sake of doing action of the many strategies an academician can research. use since it can be done as an integral part of daily duties and responsibilities. Action Benefits of Action Research research enables practitioners to reassess Professional development for practicing learning- teaching difficulties and other teachers is a must considering the recent issues of classroom transaction strategies demands in each field. Workload being and solve immediate problems in learner tremendous, professionals find very little development and school improvement. time to pursue some other means of growth. Different researchers do action researches Action research provides scope for reflection- on various topics raising new questions that on-action and improve their practice as it make the researchers move deeper into their remains a highly-focused investigation on investigations. Sharing research results and own classroom practices. It enables findings enables collaboration leading to classroom practitioner collect data from own building a professional learning community classroom in a systematic way and analysis with other teachers. 18 The Journal of English Language Teaching (India) LIX/2, 2017 Works cited Hodgkinson, H. L. Action Research – A Critique. Journal of Educational Sociology. Bailey, K. M. Approaches to empirical 1957. research in instructional settings. In H. Byrnes, (ed.), McKernan, J. Curriculum Action Research. A Handbook of Methods and Resources for Perspective in Research and Scholarship in the Second Language Learning. New York. The Modern Language Association of America. Reflective Practitioners. Second edition. 1998 London: Kogan Page. 1996 Burns, Anne. Collaborative Action Research Nunan, D. Research Methods in Language for English Language Teachers. Cambridge Learning. Cambridge and New York. CUP. Language Teaching Library. CUP. 1999. 1992.

Cohen, L. and L. Manion. Research Methods Wallace, M. J. Action Research for Language in Education. Fourth edition. London: Croom Teachers. Cambridge Teacher Training and Helm. 1994. Development. CUP. 1998.

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The Journal of English Language Teaching (India) LIX/2, 2017 19 How to engage low proficient learners in a low resource classroom

Vinayadhar Raju Prathiknatam ZPHS, Jangapally, Karimnagar, Telengana Email: [email protected]

ABSTRACT This was an action research done during an online course EVO-2017 (Electronic Village Online). The problem identified to conduct an action research is How to engage the low proficient learners in a low resource classroom. During this research project we (students and teacher) learnt together and worked together to solve our classroom problems. While doing research we concentrated on the following key aspects: · To motivate the students intrinsically and extrinsically · Teachers role is to facilitate learning · Child-centered classroom · Make the students autonomous learners · Doing mistakes is a kind of learning · Students’ participation is crucial in the learning process · Demonstration and displaying of students’ work motives them intrinsically · Focus on process rather than the product · Teacher is a co-learner · Comprehensible input enhances learning

Introduction: (Context of the research) This Time Schedule: research is done in a government secondary Week-1: school run by the Telangana state. Students of this school are from rural areas of v Understanding context Telengana. The class consists of 40 v students including boys and girls. Most of Identifying a problem them are first generation learners. The Week-2 students who participated in this research studied in Telugu medium up to class 5 and v When will we start our research? joined here in our school in class 6 and are v Identifying themes / strategies / taught in English. Currently (academic year techniques 2016-2017) they are in class 7. They are very enthusiastic learners. v Collecting data: how? 20 The Journal of English Language Teaching (India) LIX/2, 2017 Week-3 observed the characteristics of poster making in group and used these features v Classroom try-out while designing posters and assessing Week-4 posters. v Analyzing the data: how? Video showing sample posters:

Week-5 https://www.youtube.com/ watch?v=w5jcZjmeUrQ&feature=youtu.be v Findings/results/presentations Group work/ collaborative task: Divided Procedure: To motivate and encourage the the students into seven groups with each low proficient learners the activity chosen group consisting of 5 to 6 members to is designing a poster. The reason for monitor their participation in the group selecting this activity is children like to work activity. They were assigned different roles with colors, drawings, and designs. The like: topic chosen is also within their experiential- orbit i.e. Snakes in India. The students v Monitor/Team leader: Team leader will must have encountered snakes many times monitor or co-ordinate the group work in their lives in their villages. and assign different tasks.

Comprehensive Input: We collected v Spell checker: Spell checker will go information about snakes in India, reading through the poster and correct the texts and videos showing different varieties spelling mistakes found in it. of snakes available in India, snake bites, v myths about snakes, how to avoid snake Content monitor: Content monitor will bite and how to treat a snake bite. check whether the selected content is relevant to the topic. Here are YouTube links: v Lay-out designer: Lay-out designer will Snakes in India-: https://www.youtube. design the lay-out of the poster and use com/watch?v=n1SI8rPQ9GM&t=121s of appropriate colors and decorations How to avoid snake bite: https://www.you v Presenter: Presenter’s role is to present tube.com/watch?v=vT9SX2nDW4k the poster prepared by their group to the How to treat a snake bite: https:// class. www.youtube.com/watch?v=IVIXd5_Kcsc Assessment: We assessed the posters We collected some sample posters to informally by providing rubrics / checklists understand the skill of poster making and / characteristics of a good poster

The Journal of English Language Teaching (India) LIX/2, 2017 21 S.No Characteristics of a good poster Yes/No 1. Captions 2. Slogans 3. Logo/Emblem/Symbols 4. Picture/ Diagrams/ sketches 5. Messages/ Short messages/Brevity 6. Telegraphic language 7. Attractive 8. Appropriate pictures 9. Layout/Colorful/Drawings 10. Heading/Issuer details

We used this check-list for self-assessment Classroom interaction increased and and peer assessment, based this check-list about 90 percent of students began to we go on updating our posters until we came contribute actively. Student and teacher to our final outcome. relationship became much stronger and it resulted in enhancing the students’ Feed forward: Mistakes are part of learning involvement in the classroom interaction. so we didn’t focus on language errors. We The classroom became a place of just ignored and concentrated mainly on enjoyment and learning became fun. meaning. We asked the teachers of other subjects and students of other classes to Evidences: observe the poster and write their comments. Poster-1: Some facts about snake

Data analysis:

We worked together and collected the data in the form of recordings of students’ presentations, images and evidences of students’ work i.e. portfolios.

Teacher’s reflections / Observations: As a classroom practitioner what I observed during this research was that most of my students became autonomous learners and low proficient learners started taking responsibility of their learning without depending on others. There was a much recognizable behavioral change among the students.

22 The Journal of English Language Teaching (India) LIX/2, 2017 Poster-2: Precaution to avoid snake bite:

Poster-3: Some facts about snacks

Poster-4: do’s and don’ts of snake bite1

The Journal of English Language Teaching (India) LIX/2, 2017 23 Results/findings: lead role during group presentations. To build the confidence among the children, Collaborative tasks and group work: everyone in the group was encouraged to Students were assigned different roles and come to the dais while presenting their it helped them become responsible learners group work. Each presentation ended with and participate actively throughout the a big applause from the audience and it process of poster making. motivated the participants intrinsically. Topic selected is within their experiential Students’ Presentations: YouTube Video orbit: The topic chosen was familiar, link: https://www.youtube.com/ interesting and within their experiential watch?v=TrDt-tM0oUY&t=26s orbit and this helped us to increase the participation of low proficient learners. Demonstration/display of their work: Error tolerance: In the process of learning After presenting the students’ work to the we learnt to tolerate errors. We believed that class, we demonstrated/displayed the work making mistakes is a kind of learning in the classroom and asked the teachers of without making mistakes we cannot learn other subjects and students of other classes anything. Making mistakes and accepting to go through the poster and write their mistakes play a vital role to build confidence comments. This activity helped the low of low proficient learners proficient learners to be motivated intrinsically. Concentrating on process rather than product: Our research also concentrated Conclusion: I conclude that learning never mostly on process rather than the product. happens in a day or two. It is a lifelong Low proficient learners were motivated to process. It can happen anywhere and participate actively and during the process everywhere and not only in classroom. It we focused on the number drafts they includes the efforts of teachers as well as prepared rather than the outcome of their students. The teacher’s role is to facilitate group work. learning by providing appropriate learning resources and opportunities and the Oral presentations: The students were student’s role is to grab every opportunity encouraged to present the posters to the to acquire language in classroom class. Here the presenter took a lead role. transaction. What we observed here was that even some groups which did not participate or complete Finally every individual is born with some the given task in time, worked together and hidden potential and the teacher should finished everything when the deadline for identify learners’ strengths and tailor their presentation neared. It is clear evidence teaching according to the needs and that even low proficient learners also took a requirements of the learners.

24 The Journal of English Language Teaching (India) LIX/2, 2017 Motivation: an Affecting Factor in Language Learning N. Vadivel Assistant Professor of English, SKPEC, Tiruvannamalai, Research Scholar, Bharathiar University Email: [email protected] Albert P’ Rayan Professor of English, KCG College of Technology

ABSTRACT English has become important in the academic and professional life of an individual. The art of communicating well in English is a challenging task. The steps and strategies adopted by the students and some teachers make the learning of English difficult and uninteresting. The whole world has become a global market and multiple businesses have the aim of achieving targets, thereby, the technology experts and professionals face new challenges in communication in their day to day life. So, attaining success in this vying environment depends not only on acquiring technical knowledge, but also on honing their communication skills. English has turned into a universal language, and its presence and value in the world has expanded enormously in the past decades. Rural students at the tertiary level, lack good communication skills in English and, as a result, become unemployable even if they are knowledgeable in their technical domain. The scenario prevailing in some of the rural engineering colleges, especially in Tamilnadu, is deplorable. The students who graduate from those institutions after spending four years of study come out without learning the art of speaking in English even after studying courses such as Technical English and Communication Skills for three semesters. The aim of the paper is to discuss the main problem, i.e. lack of motivation to learn English. The paper discusses how motivation is an affecting factor in language learning. It also focuses on the theories of motivation and how a teacher can sustain the motivation among the learners.

Key words: Motivation, Communication skills, Language learning.

Introduction: different engineering colleges and stated that “around 36 per cent of engineering An article in The Hindu , a leading English graduates are unable to read formal reports daily, carried a report about a survey done and find information out of them, even when by the company Aspiring Minds on the the information is given clearly.” The report English learning level among engineering also added that Tamil Nadu figured as the graduates of India. The survey mentioned last on the employability index. “This is that it had analyzed the English skills of because the engineering graduates who over 55,000 aspiring engineers in 250 come out every year are not able to converse The Journal of English Language Teaching (India) LIX/2, 2017 25 in English”. The study concluded that most they did not respond properly. Quite a few of them are not confident and they lack were interested as they had received motivation. education from CBSE or Matriculation schools. The majority remained passive or Background: they copied or imitated their peers’ response. This report prompted the author to do a When they were questioned to give a reason research on the reasons that remain as an for remaining passive, they gave the obstacle for the students of engineering following answers: colleges especially from the rural areas to (i) We may commit mistakes while writing get employment. English is the most or speaking commonly used languages in the corporate world. Proficiency in English is one of the (ii) Our classmates will mock us if we don’t most important employability skills. So speak well. knowledge of English is much sought after (iii) We have stage fear. in the corporate world. But the scenario prevailing in some of the engineering (iv) We don’t basic grammar. colleges, especially in rural areas, which have enrolled rural students is not (v) We have never had an opportunity to conducive for students to learn English converse in English. effectively. As a result, the students are (vi) We do not know how to form coherent not recruited by companies. One of the sentences. reasons found by the author is the interest level or the motivation level of the rural (vii) We are not interested in English. engineering college students towards The points mentioned above made the learning English. author decide that they are not rightly The author is currently working as an motivated to learn the language. There is Assistant Professor of English at a rural no doubt that motivation plays an important Engineering College in Tiruvannamalai. The role in attaining success in learning a majority of students who are doing their second or foreign language. Motivation is engineering are from a rural background. one of the important aspects of second They study courses such as Technical language acquisition. As Ellis summarizes, English I and Technical English II in their “the most successful learners will be those first year and Communication and Soft skills who have both a talent and a high level of in their third year of their degree program. motivation for learning”. Though they have studied English for over Theories on Motivation: 12 years during their schooling they have not learnt English. When they were asked The success of any action usually depends to respond to a few writing or speaking tasks on the extent to which individuals strive to

26 The Journal of English Language Teaching (India) LIX/2, 2017 attain their purpose, along with their desire identify themselves with and become a part to do so. In general, people refer to this of that society” (Brown, 2002: 153-154). This psychological factor – the impulse that kind of motivation stressed the learner’s generates the action – as motivation. As the desire to learn a language to be integrated term itself indicates, it is a “motive force”, successfully into the target language something that prompts, incites or community or the target language settings. stimulates action. According to The Short In contrast, instrumental motivation refers Oxford English Dictionary, motivation is to the learner’s desire to learn a language “that which moves or induces a person to for utilitarian purposes, such as meeting the act in a certain way; a desire, fear, reason, requirements for school or university etc., which influences a person’s volition: graduation, getting a good job, requesting also often applied to a result or object which higher pay based on language ability, is desired.” reading technical material, translation work or achieving a higher social status, thus it Williams and Burden (1997: 120) see is a more functional reason for language motivation as “a state of cognitive and learning. emotional arousal, a state which leads to a conscious decision to act and gives rise to a Deci and Ryan (1985) put forward another period of sustained intellectual and/or influential dimension in classification - physical effort”. Thus the intellect and affect intrinsic and extrinsic motivation, which is combine with volition and perseverance to widely cited nowadays. Intrinsic means result in what is known as motivated “from within”. People are intrinsically behaviour. The same idea is conveyed in motivated not because accomplishing the different words by R.C. Gardner, who seems activity they do bring a reward, but because to explain the term with the precision of doing the activity itself is a reward. The mathematical demonstration: motivation is feeling of competence and self-determination a combination of effort plus desire to achieve are significant factors of intrinsic a goal plus favourable attitudes towards the motivation. Thus, learning is driven by the goal to be accomplished (Gardner, 1985:11). learner’s intrinsic motivation-curiosity and interest. Learners with intrinsic motivation Motivations are usually classified as learn the foreign language not because the instrumental motivation, integrative outside reward, but the learning activity motivation, intrinsic motivation and itself is the reward for them. extrinsic motivation. One of the best-known and historically significant studies of Extrinsic motivation, on the other hand, is motivation in L2 learning was carried out carried out in anticipation of a reward from by Robert Gardner and Wallace Lambert outside and beyond the self, which typically (1972). “An integrative motive is employed can be money, prizes, grades, and even when learners wish to integrate themselves certain types of positive feedback. It focuses within the culture of the second group, to on something external to the learning The Journal of English Language Teaching (India) LIX/2, 2017 27 activities and extrinsic motivation is They should possess 5 Cs: Confidence, encouraged by outside forces. Clarity, Conviction, Commitment and Courage. They should inspire their As the theories state, a student may get students motivated intrinsically or extrinsically. The approach by a teacher to make the students o A great teacher establishes a rapport with learn the second language is an important their students. They should attract their factor in motivating them. A teacher should students towards them. The more the kindle the intrinsic motivation of a student students like the teacher, the better they thereby leading him from a dependent stage learn and participate in activities to an independent stage. o A great teacher uses strategies that do Teachers’ role in sustaining motivation: not threaten the students. It is very important to learn and practice a As a language teacher, a few methods were language in a non-threatening tried out by me for some time to make the environment. students get interested in learning the second language. It failed to reach the After reading some research papers on desired result, most of the times. The motivation and discussions with some of the inspiration to select and do a research on teachers of English, I tried a few activities motivation became fervent after a discussion that really interested and motivated the with my research supervisor on his research students. To name a few: formula MAP. It is an acronym coined by a) Using interesting videos and getting Albert P’Rayan combining the learning responses factors Motivate, Activate and Participate. According to Encarta dictionary the word b) Using vocabulary games motivate means to make somebody feel enthusiastic, interested and committed to c) Using pictures from newspapers something. A great teacher is a person who d) Using stories and articles from can motivate their students. He also newspapers suggested the following points to motivate students: Selection of videos:

o A great teacher is a motivator. Before they Videos from the YouTube have become a motivate others they should motivate great resource for a language teacher. A themselves. It means they should be pictorial video named “THE STRANGER” enthusiastic with English subtitles was of great use for me. The story is about a stranger who visits o A great teacher is a role model to their a village for staying there for the night. The students. If they want their students to words and sentences used in the subtitles speak well, they should be articulate. are related to real-life situation, which is 28 The Journal of English Language Teaching (India) LIX/2, 2017 important for a language learner, especially in the English language – the book “Word for our students from rural areas who are Power Made Easy” by Norman Lewis. This expected to use those sentences. After every book was used by me for making students scene questions were asked to the students. learn words and use it in sentences later. At the beginning they replied with single The chapter, which was used for motivating word answers. As soon as they got motivated the students was “How to test your present and interested in the story, some more vocabulary”. The chapter consists of testing questions were asked by me to which they our vocabulary range, a test of our verbal should answer in sentences. Some were speed and test of verbal responsiveness. The passive as usual while some came forward reason for selecting a vocabulary exercise to answer. As the story moved on, the is also given as an answer in the same interesting scene sequence caught the chapter. attention of the students. Then after three scenes I asked one of my students to narrate “Words are the instruments by means of the scene. He did it. Though there were which men and women grasp the thoughts many errors in his utterances, he had a of others and with which they do much of sense of satisfaction. their own thinking. They are the tools of thought.” By relaxing the norm of using grammatically correct English, students started to The first test contains about 60 words with participate without any hesitation. Later, five options for each word to be chosen as one by one was asked to give a description the best suitable synonym. The students after playing the video to which most of them became interested in doing the task given. responded positively. Though perfection Those who were passive in previous classes could not be achieved in the target language got interested in doing this and are certainly the main aim of motivating them was motivated. The students also learnt new achieved. The class was different for them words and internalized them by making from the routine classroom lecture. After sentences. The second exercise is given class hours they approached and asked me three minutes for one to mark S-same, D- to share many more videos of that nature different and O-opposite for a list of 30 that would facilitate their language learning words. The words given in the book are of and sustain their motivation for learning the interest and challenging to a college student language. Thus, the prime aim of motivation from a rural background. The next task is was attained. The theories mentioned above to write 125 words starting with the letter turned out to be true. ‘D’ in three minutes. These types of exercises and task certainly motivate the students to Using Word games: learn and use English language. The task Most of the teachers would have known set by the teacher certainly plays a vital role about the most effective vocabulary builder in motivating the second language learners.

The Journal of English Language Teaching (India) LIX/2, 2017 29 Using Photos from newspapers: of Punyakoti, the cow and Arbhuta, the tiger.” This story was read out aloud in the During my classes a few pictures from class and the students were asked to retell English newspapers, such as The Hindu and the story with the language and vocabulary New Indian Express, were used. Once, a they have in store. They did it because the picture of an auto rammed by a lorry was story inspired them. Motivational stories in shown to the students. The students were English are found to be of great use for encouraged to speak on whatever comes to teaching and motivating students to learn the mind while seeing the picture. They the second language. replied by saying the things that they infer from the picture. One spoke about the Conclusion: colour, whereas another pointed to the Though there are no magical formulas for number of public and policemen on the making students learn a language, teachers picture. Their ideas were developed and a can devise motivational strategies that are topic was given to them for discussion in suitable for a specific set of students and which they spoke about road safety. Another can create a positive impact on the language group had their discussion on “Who is learners. This paper has briefly stated some responsible for accidents - Public or the theories of motivation and how a teacher government.” This activity motivated them can sustain students’ motivation to learn a to use the target language. When a language like English by adopting suitable discussion was held about the activity at strategies. the end of the session, most of the students expressed their thoughts with confidence and a renewed interest to learn was noticed from their faces. That was definitely a sign References: of motivation. 1. Deci, E. L and M. Ryan. (1985) Intrinsic Using stories and articles from Motivation and Self-Determination in Human newspapers: Behavior. New York: Plenum Press.

Selecting an article to be used in English 2. Dickenson, L. (1995). Autonomy and class plays an important role in motivating motivation: A literature review. System, 23, the students. 165-174.

An article in “The Hindu” newspaper titled 3. Dornyei, Z. (2002). Motivational strategies “Punyakoti reimagined” was read by me a in the language classroom. Cambridge: few months back. The name “punyakoti” University Press. interested me to search for the name and the story behind it. Then I got a chance of 4. Ellis, R. (1997). Second language reading the wonderful old folktale “The Story acquisition. Oxford: Oxford University Press.

30 The Journal of English Language Teaching (India) LIX/2, 2017 5. Gardner, R. C., and Lambert, W.E. (1972). of English Communication for Engineering Attitude and Motivation in Second Language Students from Rural Areas and Its Remedies. Learning . Rowley, MA: Newbury House. Second International Conference on Emerging Trends in Engineering (SICETE). 6. Gardner, R. C., and Tremblay, P. F. (1994) On motivation: Measurement and 12. P’Rayan, A. (2009). Making Engineering Conceptual Considerations. Modern Students Speak: MAP Formula and Language Journal. Commutainment Activities. In: English for Specific Purposes World; Online journal for 7. https://catmentor.files.wordpress.com/ teachers. Retrieved June 10, from, http// 2015/01/norman-lewis-word-power-made- :www. Business English, Legal English, easy-fully-revised-expanded-new- English for Academic Purposes, etc_ - paperback-edition.pdf English for Specific Purposes World.htm 8. http://www.thehindu.com/features/ 13. Ratanawalee Wimolmas, Thammasat metroplus/Reimagining-a-popular-folk- University, Thailand. A Survey Study tale/article14472645.ece2. Chennai, July of motivation in English Language 05, 2016. Learning of First Year Undergraduate 9. Indira. C & Meenakshisundaram The Students at Sirindhorn International Engineering Student and the English Institute of Technology (SIIT), Language: A Fresh Look at Remediation Thammasat University.

10. Madhumati R. Patil - Importance of 14. “The Stranger” YouTube, uploaded by English Communication For Engineering Jennifer Banks, 13 FEB 2015, https:// Students From Rural Areas And Its Remedies. youtu.be/xFz46NJnfao Second International Conference on 15. www.thehindu.com/features/ Emerging Trends in Engineering (SICETE). education/winning-with-english/ 11. Mane Varsharani Shamrao - Importance article3703173.ece July 30,201

The Journal of English Language Teaching (India) LIX/2, 2017 31 Content and Language Integrated Learning (CLIL): Conceptual Framework and Viability in the Indian Context

Lal C.A. School of Distance Education, University of Kerala Arun George Government Polytechnic College, Adoor

ABSTRACT The pedagogical experiments centring on language acquisition and content learning had, in the latter part of the previous century, resulted in methods that combined both. The synergy of combining content and language has proved to be beneficial to both these aspects. Content and Language Integrated Learning (CLIL), is one of the successful models that has attempted this integration in the classroom. The discourses that evolve in the classroom as part of a content-centred curriculum lead also to language learning. The various theories related to language learning and the experiments in the European Union and Asian countries have approved the success and practicality of CLIL. This paper probes the basic nuances of CLIL as an ELT methodology, and its viability in the Indian context.

Content and Language Integrated The term Content and Language Integrated Learning (CLIL) is a pedagogic approach Learning (CLIL) was first used in 1994 by in second language teaching, that David Marsh. It is defined as “a dual combines the apparently disparate focussed educational approach in which an components of content learning and additional language is used for the learning language acquisition in a single class. This and teaching of both content and Language” kind of symbiosis broadens the scope of (Coyle et al, 2010). European Union learning as a whole and hence it can be promotes CLIL as a suitable methodology accomplished by traversing a few yards which promotes the three languages formula beyond the existing framework of teaching and integrates diverse cultures, essential for and learning. This integration of content the existence of the Union. CLIL was more and language has been much a proactive programme for the integration experimented in many parts of the world of the Union. The European Union since 1990s and is now in a position to be Commission for Education (EC 2005) had accounted based on its implication as a formally approved CLIL as a methodology methodology. which resulted in CLIL schools and CLIL

32 The Journal of English Language Teaching (India) LIX/2, 2017 teachers in Europe. This has also been language and its application in the different adopted as an educational methodology in learning contexts. Communication is many parts of Asia including China, “interaction, progression in language using Malaysia and Thailand following its success and learning” (Coyle et al 2010 54). in promoting content learning and language Language and communication in content acquisition. This paper probes the basic classrooms are so essential that the lack of nuances of CLIL as an ELT methodology, effective communication lead to the largely and its viability in the Indian context. nonverbal demonstrations in the classrooms, labs and workshops, which are The “content” in CLIL broadly refers to detrimental to the learners in the long run. individual subjects like Mathematics, Functional language use is promoted in the History, Chemistry, or Engineering, which classroom through interaction and activities is often the top priority in the teaching which are purposeful and result oriented. learning process. It need not exactly be the The discourse in the classroom comprises description given in the curriculum as such, instructional and regulative register which but refer to the subject for learning which has a positive impact on both content can be based on the curriculum adapted to learning and language acquisition. support the needs of the class. It can be limited or divided into bits and can be The interaction, activities and active supported by additional materials which is involvement in content learning directly found suitable. “Content learning implies impact Basic Interpersonal Communicative progression in new knowledge, skills and Skills (BICS) initially, and then proceeds to understanding” (Coyle, 2005: 5). It demands facilitate Cognitive Academic Language proficiency in the theoretical and practical Proficiency (CALP) (Cummins 2000). These aspects, as seen in the science and two language aspects involved in language technological subjects, and requires the acquisition and the role of CLIL in promoting appropriate subject knowledge in Arts, demand particular attention. The Language Literature and Humanities. A person Triptych put forward by Do Coyle (Coyle and proficient in a particular subject or content Language of learning area has the potential to communicate the ideas in seminars and presentations and “to manage the tasks that face them in their work in content areas” (Mohan 1979 181).

“Language is our greatest learning tool” (Coyle 51) refers to the importance of language in content learning. The word communication used in this context refers Language for learning to the acquisition of the target content Language through learning

The Journal of English Language Teaching (India) LIX/2, 2017 33 etal 2010 pp 36) delineates the aspects of professional opportunities it would provide language learning in academic contexts. …” (Coyle 2010 P.2). Social, cultural and economic aspects that prevailed in the world Here are the three language aspects needed in the form of privatisation, globalisation, in a content classroom. Language of learning and migration have paved the way for this refers to the basic language needed to kind of a learning which is more a kind of understand the content aspects. Language infusion of content and language which for learning refers to the language required resulted in a methodology like CLIL which to learn in a second language learning is an “amalgam of both and is linked to the situation. Language through learning refers process of convergence” (Coyle et al 2010, to the new language acquired through the p. 4). This content based language process of learning. acquisition has been best experimentally utilized by educational practitioners since Language and Content Learning: Previous 1960s, and with more theoretical basis after Experiments 1980s, when several methods came to be Language learning based on content evolved practised; like the Bilingual Integration of from the immediate needs of the modern Languages and Disciplines (BILD), Content society. Mohan (2002: 303) observes: “As and Language Integrated Learning (CLIL), education throughout the world becomes Content-based Instruction (CBI), Content- increasingly multilingual and multicultural, based Language Instruction (CBLI), we must look beyond the individual learning Content-based Language Teaching (CBLT), the language system and consider language English Across the Curriculum (EAC), as medium of learning, the co-ordination of English as an Academic Language (EAL), language learning and content learning, Foreign Language Immersion Program (FLIP) language socialization as the learning of and Foreign Languages as a Medium of language and culture […] and discourse in Education (FLAME) the context of social practice.” CLIL has a lineage that can be traced to the But Language acquisition along with content Immersion programmes in Canada, learning is not a new methodology. “Two Bilingual (Immersion) programmes and thousand years ago, provision of an Sheltered Instructions in the US, and educational curriculum in an additional Content Based Learning, even though there language happened as the Roman Empire are much differences in the different expanded and absorbed Greek territory, approaches. French Immersion programmes language and culture. Families in Rome in Canada had the reason of the French educated their children in Greek to ensure minority upheaval for its origin where the that they would have access not only the immersion was later extended to other language, but also the social and languages. Content became a rich source

34 The Journal of English Language Teaching (India) LIX/2, 2017 for language acquisition in these This framework ‘integrates four programmes. Then the scope and role of contextualized building blocks, (Coyle, content as a valid component in language 2010): Content (subject matter), Immersion programmes gave impetus to Communication (language learning and many language development programmes using), Cognition (learning and thinking and methodologies. Many of these took process) and Culture (developing content as an input for language intercultural understanding and global development, while some other methods had citizenship). All these factors exist in the direct learning or immersion in the target realm of specific contexts of learning. The language. primary difference between CLIL and other content based learning methodologies is the CLIL in its present form was launched in perfect integration of content and language. 1996 by UNICOM, University of Jyväskylä (Finland). It had an all-encompassing view Expression of meaning requires language about content-language learning, with its and “… a focus on language would take roots firm on the locality but with an advantage of students’ communicative international outlook. “The acronym CLIL problems, bringing in work on the lexis and is used as a generic term to describe all types the grammar they require to express their of approaches in which a second language meanings.” (Llinares and Whittaker 2009: is used to teach certain subjects in the 85) “…CLIL learners will need their language curriculum other than the lessons to be supported and developed in a cohesive themselves (Eurydice 2006 8)” way in order to be able to use language as a learning tool. This demands both subject Content and Language Integrated teachers and language teachers to Learning: Basic Concepts reconsider the role of language learning in CLIL and requires adoption of approaches Any discussion on CLIL should begin with which might not sit comfortably in either the 4 Cs framework (Coyle, 2010). teaching repertoire (Coyle pp 56).

The constructive theories in education states that the cognitive and thinking aspects involved in CLIL enrich those aspects of a learner. It will have an “impact on conceptualization …enriching the understanding of concepts and broadening conceptual mapping resources” (Coyle 2010). There is a constant shift on the part of CLIL teachers to involve skills like remembering and understanding (Lower

The Journal of English Language Teaching (India) LIX/2, 2017 35 Order Thinking Skills) and applying, • Language is a matter of meaning as well analysing, evaluating and creating (Higher as form; Order Thinking Skills), given in Blooms Taxonomy (Anderson et al, 2001). “The • Discourse does not express meaning: it complexity for the CLIL teacher lies in creates meaning; providing a learning environment which is • In acquiring new knowledge, we acquire supportive, language-rich and language- new language and meaning. accessible, whilst working with cognitively challenging and appropriate content” (Coyle (Mohan and van Naerson 1997) pp 56). Multilevel tasks catering to different levels of thinking skills from the same chunk A number of benefits of CLIL are pointed of content given can be a test of the skills of out in recent researches. Liz Dale (2010) has CLIL teachers. “CLIL is concerned with the pointed out several benefits of CLIL. 1) CLIL creation of new knowledge not simply learners are motivated. 2) They develop repackaging what is already known in cognitively and their brains work faster. 3) alternative codes” (Coyle pp 56). This They receive a lot of input and work creation of personal knowledge in the effectively with that input. 4) They learn in classrooms is the result of interaction and different ways 5) They develop intercultural activities in the classrooms. “CLIL learners awareness. CLIL offers a natural make new personal meanings in another environment for language learning. “It is this language” (Dale 2012). The conclusion to naturalness which appears to be one of the these aspects can be seen in the following major platforms for CLIL’s importance and statements which blend what is termed as success in relation to both language and Content and Language Learning. subject learning” (Marsh; 2000). A research

Type of CLIL Time Context Soft CLIL Language-led 45 minutes once a week Some curricular topics are taught during a language course

Subject-led(Modular) 15 hours during one term Schools or teachers choose parts of the subject syllabus which they teach in the target language

Subject-led (partial About 15% of the About half of the immersion) curriculum curriculum is taught in the target language. The content can reflect what is Hard CLIL taught in the L1 curriculum or can be new content

36 The Journal of English Language Teaching (India) LIX/2, 2017 made by Lasagabaster (2008) pointed out learning situations and facilities of the that CLIL learners made greater region. Some stages like having a shared advancement in learning English language vision of CLIL, analysing and personalizing than non-CLIL learners. the CLIL context, planning a unit in terms of the 4 Cs including authentic material and The range of CLIL exposure to students has monitoring and evaluating CLIL in action been a topic of debate. It has resulted in (Coyle, 2010) has to be incorporated. The naming the various exposures as soft CLIL content obligatory and content compatible and Hard CLIL languages have to be clearly dealt within the planning and transaction phases. Coyle Practising CLIL (2005) puts forward the Lesson Observation The language and subject teachers have and Critical Incident Technique (LOCIT) their distinctive roles in CLIL classes. If it process which is continuous evaluation with takes to team teaching the collaboration the help of professionals and colleagues. Liz extends through designing the course, Dale (2010) has given a process description transacting the content and language in CLIL classes which is a balanced elements, evaluating the concepts acquired, approach involving activating previous language skills and final analysis of the learning, guiding understanding teaching-learning system. The subject (transacting the content), focus on language teachers can help develop the language and (dealing with content- specific language vocabulary of the learners while dealing with elements), focus on speaking , focus on the content aspects. The language teacher writing and assessment, review and works with the preparation of language feedback. The role of CLIL teachers is to aspects and can act as an evaluator, co- acclimatize the students to the content and teacher and motivator. If teaching is done its language involving the different phases in their respective classes then the language as per the context. Learning in CLIL milieu teacher can contribute to learning of content is natural, progressive and happens at a based vocabulary, frequently used subconscious level. The background set are structures needed in the content class and in the form of facilitating teachers and even a bit of Content Based Instruction (CBI) scaffolding (Wood, Burner Vygotsky (1978)). which can supplement content learning. The teachers set the background for the learners to construct their own learning. One cannot definitely say CLIL should follow Here the personal needs and abilities of the these steps during preparation, transaction learners are also taken into account and evaluation phases. This absolute whereby the different skills and cognitive freedom provided in CLIL settings can be ability (Multiple Intelligence, Howard truncated or elaborated by the language Gardner 1983) are also dealt with. So the teacher in determining the ability and CLIL in classrooms will be diverse and limitations of the learning community and congenial for learning in all its aspects. The Journal of English Language Teaching (India) LIX/2, 2017 37 The core elements of CLIL, adaptation and tasks in the classroom. Activities that interaction, according to its level of proper motivate and arouse the learners’ interest execution can make or mar the success of can be used. Gap exercises with missing CLIL. Adaptation refers to the preparatory information, words and sentences are very part which comprises the selection of effective in CLIL which saves a lot of time. material appropriate to the level of students Grid exercises, guessing the result or end, and learning situation and organizing it to brain storming, vital visuals, graphic facilitate CLIL. It shall give ample organizers, interactive PowerPoint opportunity for an active learning of content presentations, interviews, running and language. If the content teacher is not commentary, academic word list, bingo, adept in facilitating language learning, he mind maps, word puzzles, sorting exercises, can get the help of a language expert. role plays, class magazines, and recreation Getting the materials and teaching aids of a text are common practices in the ready before the class is an important classrooms. These tasks should ultimately aspect. Interaction is the key to success in lead to an active interaction in the class a CLIL class. “Social constructivist theories which leads to learning. The information gap of learning emphasise that learning is a exercises stimulate learner interaction, and social, dynamic process and that learners interaction leads to effective content and learn when interacting with one another” language learning. (Dale, 2012). The difference between a traditional class and CLIL is the extent of CLIL assesses both the content and the time allotted for interaction in the latter language skills of the learners. There is a class. Student-student interaction and shift towards the learner centred student- teacher interaction in the vehicular assessment experimented by many language amount to the grasp in the target teachers. Here the learners are free to language and group learning, pair learning assess their colleagues. They have to and individual activities have their specific prepare the rubrics for assessment based role in a progressive manner of learning. on different aspects of learning. Formative Language used in this kind of more than a and summative assessments can be used. simulated manner in the classroom, where “CLIL learners perform better when a range learning itself becomes the motivating of assessments tools are used” (Dale 2012). factor, encourages students to exert Needs analysis and portfolio assessment can themselves to the task allotted to them be used to direct the course of learning. resulting in identifying and creating their own knowledge. Scope of CLIL in India

The language teaching part of CLIL draws English is the language of higher education from Communicative Language Teaching in most of the study programmes in India, (CLT) and makes use of CLT activities or a language preferred evidently due to 38 The Journal of English Language Teaching (India) LIX/2, 2017 utilitarian implications. This language has content teacher and language teacher in legitimately claimed its role in the the classroom, facilitating learning which multicultural and multilinguistic context of “is both an individual and social activity” the nation. The execution of the three and “supporting cognitive processing” (Coyle language formula in India, often considered pp 56). The does not imply the shifting of effective in ensuring more meaningful responsibility of language teacher to the communication within the country, is not content teacher, or even a diminishing in challenged by the CLIL model. The positive the role of the language teacher as such. It environment for enhancing communication is more in the direction of adding further skills in English, Hindi and a vernacular dimensions to the roles currently played by language and for using them for academic the content and the language teachers, in purposes is strongly implied in the terms of their further empowerment in wider educational system, but seems to have fallen areas of knowledge and improved linguistic much short of the target. The reason is often ability as the case may be. that the content of core subjects, though designed to be transacted preferably in Conclusion English (as most of the content textbooks are prepared in English) following a Content- CLIL methodology, with its synthesis of Based, ‘immersion’ model, is often taught content and communication, is based on the in the mother tongue, with the teacher concept that these two are inseparable, and playing the role of a translator. The this synergy accounts for its success in the unfortunate result is the dual inadequacy classrooms. It is seen as a methodology that and incompetency in the two targeted aims, fits into the current system of education content learning and proficiency in the with its myriad demands to be accomplished second language. within a short span of time. The learners are highly motivated as the learning process For instance, the scope of learning Social itself emerges as a motivating factor. The Studies in Hindi and Science in English can affective factors which hinder learning is be experimented in classrooms in a CLIL minimised in the classrooms, when learning background. This will require a shift from is accomplished with learner autonomy. The the existing scenario of learning and the teachers facilitate learning by scaffolding ideology of learning as mentioned in the and providing meaningful input which beginning. The statement “…all teachers are results in creative interaction and student teachers of language …” (Bullock 1975) is talk in the classrooms. The cultural aspect not an encroachment on the definite and of learning which is incorporated into the demarcated role of the content or language system makes CLIL local in its planning and teacher. On the other hand, it brings about execution, combining subject and linguistic a meaningful change in the roles of the knowledge with intercultural awareness.

The Journal of English Language Teaching (India) LIX/2, 2017 39 Works Cited Gallardo Del Puerto. Bern: Peter Lang. 2011. 49-73. Anderson, L. W., David R. Krathwohl, Peter W. Airasian, K.A.Cruikshank, European Council. European Council of the Richard E. Mayer, Paul R. Pintrich, James European Union, EDUC 69, Resolution. Raths and Merlin Carl Wittrock, eds. Brussels: EC. 2005. Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy Eurydice. Content and Language Integrated of Educational Objectives. New York: Learning (CLIL) at School in Europe. Brussels: Addison Wesley Longman. 2001. Print. Directorate-General for Education and Culture.2006.Print. Bentley, K., TKT CLIL Module. Cambridge: CUP, 2010 Gardner, Howard . Frames of Mind: The Theory of Multiple Intelligences. London: Bullock, Alan. Languages for Life: The Fontana Press. 1983. Bullock Report. London: HMSO. 1975 Llinares García, Ana and Rachel Whittaker. Coyle, D, “Developing CLIL: Towards a “Teaching and Learning History in theory of Practice”. APAC Monograph, Secondary CLIL Classrooms: from Barcelona: APAC. 2005. Print. Speaking to Writing”. Eds. Emma In Dafouz and Michele Guerrini CLIL Across Cummins, J. Language Power and Educational Levels. London: Richmond, Pedagogy: Bilingual Children in the Crossfire, 2009. 73–88. Print. Cleavedon: Multilingual Matters. 2000 Marsh, D. “An Introduction to CLIL for Dale, Liz and Rosie Tanner, CLIL Activities Parents and Young People”. Using Languages A Resource Book for Subject and Language to Learn and Learning to Use Teachers. Cambridge: CUP, 2012. Print. Languages.Eds. David Marsh and Gisella Lange. Jyväskylä: University of Jyväskylä. Coyle, D, Philip Hood and David Marsh. CLIL 2000. Content and Language Integrated Learning Cambridge: CUP. 2010. Print. Mohan, Bernard. “Knowledge Structures in Social Practices.” International Handbook of Coyle, D. “Post-meth1od pedagogies: using English Language Teaching Part I. Eds. Jim a second or other language as a learning Cummins and Chris Davison. New York: tool in CLIL settings” Linguistic insights vol. Springer, 2002. 303–332. Print. 108: Content and foreign language integrated - Contributions to multilingualism in European Mohan, Bernard A. “Relating Language contexts. Eds. Y Zarobe, J Sierra & F Teaching and Content Teaching” TESOL

40 The Journal of English Language Teaching (India) LIX/2, 2017 Quarterly Vol. 13, No. 2 June (1979): 181. 1997. 22–29.Print Print. Vygotsky, L. Mind in Society: The Mohan, Bernard, and Margaret van Development of Higher Psychological Naerssen. “Understanding Cause-Effect: Processes. London: Harvard University Learning through Language”. Forum 35/4: Press. 1978.

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The Journal of English Language Teaching (India) LIX/2, 2017 41 Group Dynamics in Group Discussion

Sunitha Venugopal Asst Professor of English, Vellore Institute of Technology, Vellore Email: [email protected]

ABSTRACT

Group Discussion is one of the powerful tools to assess a candidate’s suitability for the job. To train students for the effective participation in GD is a challenge to a language teacher. The present paper sheds light on the concept of GD, the practice of Fish Bowl and other Techniques, different assessment methods, etc.

Keywords: group discussion, group dynamics, fish bowl technique, abstract topics, assessment

Introduction good movie CDs, watch movies and have sumptuous food at home. The studious Effective participation in a group discussion daughter says “I will not come as I’ve a lot to is one of the crucial aspects in recruitment study.” Her brother says, “I am not a process. “A Group is defined as collection of bookworm like her. I’ve to enjoy with my individuals who interact with each other, friends, play cricket and watch movies. I need accept expectations and obligations and share money for the expenses.” Finally everyone a common identity.” The concept of group gives assent to a feasible option that has been discussion could be better understood by taken after discussion. Thus group dynamics narrating a family situation. A middle class implies, “continuously changing and adjusting family felt happy that they are going to enjoy relationships among members.” four days of unexpected holidays. How to spend the days was a big issue. Family In a group discussion each one has their own views members had their own plans to make the to contribute. It is observed that views of one don’t best of those four days. Initially, the mother match with the other. But it is not a debatable fed up with the domestic chores declares that situation. Everyone has their right to express their they can travel to some hill stations. The view. But it should lead to a productive conclusion. grandmother counters by saying that it is This is what the team should bear in mind while an ideal time to go on a pilgrimage to temples speaking in the discussion. and seek the blessings of god. The father, Enabling students to understand group the bread winner, is more concerned that discussion skills the recreation should not hit his pocket, and pacifies that the best option is to get some In a GD the participants’ convincing skill is 42 The Journal of English Language Teaching (India) LIX/2, 2017 tested but in a debate their argumentative hand ii) there should not be any change while skill is tested. This can be understood by making an outward circle, for example, if Y making them involve in two activities namely is in between X and Z, while facing outwards tug of war and circle game. Six boys also the same condition is maintained. participate in a tug of war game (3 on one Students should be given time to think the side and 3 on the other side). They express feasibility of the condition stated. The teacher their might and play. The next game is a circle instructs two of them to sit with joined game in which the same six students form a hands, so that the others can step inside the circle and face inwards. Instruction should circle without leaving hands and changing be given that they should face outwards with their position. The table better below two conditions. i) they should not leave their illustrates the goal of GD is win-win.

Sno Tug of war game Circle game 1. Domination Co-operation 2. Physical Power Teamwork 3. Only winning is motive Thinking and logic 4. Fight Harmony Result: One team will win; the other will lose Win-Win

The table better illustrates the concept behind GD is win-win. Case-based GDs speak their views but the teacher should monitor whether they aim to resolve or This type of GDs assesses the student’s aggravate the conflict and their attitude in leadership skills which include problem maintaining decorum and dignity. solving, decision making, tolerance to ambiguity, conflict management, mental Abstract Topics quickness, creativity and attitude. The following case may be given for discussion. Topics like ‘Elephants make good software “A high cadre official presently employed in engineers’, ‘Good fences make good XXX Company, USA, decides to shift his neighbours’, ‘Car Vs Bar’, ‘Miles to go before family to India at its branch office in I sleep’, ‘Chair’, ‘Destination’, ‘Question Mumbai. At Mumbai office he becomes Mark,’ ‘Egg is to be broken at bigger or shocked to know the timings of the office. smaller end’ etc are given to assess the Being the head, he intimates the change in candidate’s creativity and ability to make office timings from 8 am to 3 pm against wealth out of waste. the present 9 am to 4 pm to his subordinates As soon as the topic is given students are and employees. No one is interested with asked to put ‘Wh’ questions on the topic to these timings, but they cannot raise their get clues to speak. Focusing the pros and voice against their US boss.” cons of the topic will prove one’s analytical In a case like this the students feel free to thinking. Analyzing a given topic based on The Journal of English Language Teaching (India) LIX/2, 2017 43 the acronym SPELT where S stands for discussion or break it. The discussion Social aspect of the topic, P for Political, E should not start with an emphatic for Economical perspective, L for Law or statement. If it is started so, it leads to Logical point of view and T for Technology counter argument, opening red carpet enables the speaker with wealth of points welcome to debate, hence it should start to contribute. with a balanced view. If the topic is on the sport gambling the initiator may start, “It’s ‘Chair’ is an abstract topic on which only a our pleasure to discuss gambling. It has few will be able to think productively. One pros and cons. Let us share our opinions can interpret ‘chair’ in many ways. Society on this.” gives respect based on a person’s chair. Students burn midnight oil to win a chair The body language of the participants in a in their dream company. It is the group discussion is assessed from top to culmination of one’s hard work or smart bottom especially when it is Detail Observing work. Politicians’ aspiration to chair makes Style GD. One’s head position affirms them brutal. One’s wealth or Economic involvement. So it should turn like a table status is determined by the chair that he fan, addressing all the persons in the group, sits and works. It is the symbol of prestige. leaving none. On the other hand if only Judge’s chair is very valuable because it one person is addressed it may cause an determines the life of many and assures Law embarrassing situation to the other. One and order that enables peace to the people. should not tap legs or fold hands. Placing Hence a judge should be fair in his pursuit. hand cuffs on the discussion table is The modern Technology has enabled many acceptable rather than leaning totally which kinds of flexible chairs, but it cannot be creates an impression of uncertainty and paralleled to the chairs of the yore. In those lack of confidence. Cross legs and watching days chairs were made of wood, but now it the ceiling while speaking will create a is made up of plastic and non- degradable negative impression. materials causing hazard to the society. To handle a talking terror in the group, Rather than pondering over the problem, one has to tactfully take one point from the students should be motivated to be him, appreciate it, “I agree with your point, farsighted to suggest alternative solutions wonderful.” While appreciated naturally to the topic. It is the teacher who has to the talking terror stops and listens, this cultivate the habit of thinking and speaking is human psychology, now the chance can in a productive way. be passed to others. Suppose the given topic is unknown the student should act Different Strategies to be followed like a sponge type silent person by The teacher has to suggest the students the grasping a few points or impact words in following tips before conducting a mock GD. others speech and then he/ she can The initiator has the power to shape the proceed.

44 The Journal of English Language Teaching (India) LIX/2, 2017 Fish bowl technique for practicing GD: performance of their classmates. They are given a checklist to observe and assess the This activity is used for assessing the performance. The first member is asked to performance of the participants. It also helps observe only the eye contact and body in correcting the errors committed. language aspects. Do the participants Activity: Six members namely A, B, C, D, E, maintain good eye contact? Are there any F sit in chairs that are arranged in a odd mannerisms like watching the ceiling semicircle position. Six candidates, namely while talking, or observing only the U, V, W, X, Y, Z stand behind each chair. moderator (in order to please him for They are instructed to assess the selection), etc.? Are the candidates’ legs in performance of an opposite person sitting in cross position? Is he/she leaning on the the chair, so that he/she can see him/her table or playing with the key chain, etc? Are easily and note down the feedback. All the the participants polite? six members’ (A, B, C, D, E, F) performances The second judge studies the team work. are taken care by six members (U, V, W, X, Each participant’s contribution towards Y, Z) by taking individual attention. These team goal is assessed? Does a participant six members’ (standing, U, V, W, X, Y, Z ) motivate silent member to speak? Has he / performance , whether it is appropriate or she taken the initiative to divert the chance partial, any errors in evaluation etc are taken of speaking from a talking terror to silent care by two people G and H. Another student member? Is there any co-ordinator in the ‘I’ evaluates the performance of G and H. Yet group who makes the best to motivate others another student J keeps a check on audience to speak as well as keen in resolving the by watching their concentration on GD. All conflict, if any? Does anyone play the role the four members (evaluators) are instructed of a conflict manager? to move all over the room. Nobody is left out, everyone is kept under watch. Group The third judge’s concentration is on Discussion topic is given and the discussion ‘content, statistics, and quotation.’ Is the starts, after all the evaluators’ comments the candidate’s speech relevant to the topic or trainer gives his final opinion on all the diverted? Is the topic viewed and analyzed members. (6+6+2+1+1) in various angles? Does the participant give any quotation, reference, anecdote to The next step is to alter the position of the support their speech? How good is their candidates. Whoever stands and evaluates knowledge on current affairs? is asked to sit as a participant and vice versa. The fourth student’s attention is on ‘leadership, initiative and innovative skills.’ Students become Judges- An Alternative Leadership is gauged in terms of the Technique for Assessment candidate’s approach towards his team Six students, selected as judges, scrutinize members, initiation, motivation, shaping the and give unbiased report on the GD by linking the points spoken on the topic The Journal of English Language Teaching (India) LIX/2, 2017 45 and concluding the GD by taking all the points tolerance, problem solving and decision into consideration. A candidate’s innovative making skills. Before commencing the skills can be tested by their novel ideas. discussion the teacher explains in detail about the rating scales. The judges are The fifth judge monitors pitch of voice, instructed to give marks based on the language and receptiveness. Is the following assessment criteria. They have to participant aggressive or assertive? Pitch of jot the names of the participants, after keen voice reflects one’s confidence level too. observation, give marks, and write Assertive and convincing style of tone can comments. For example, if the candidate’s do magic in a GD. Clarity, fluency and eye contact is up to the mark he/ she can spontaneity are also assessed. The give 4 marks, moderate 2 marks. If it is not candidate’s error free usage of language is satisfactory the mark can be 1 or even 0. A gauged. Do the peers nod their head while participant who scores 0 in eye contact may the other person is speaking? Do they take secure 5 full marks regarding his dress code initiative to jot down the points? Do they or moderate marks in receptive skills. use the points as a clue for their speech? ‘I agree with you’ of course highlights one’s As soon as the GD completes the teacher receptiveness but it is not mandatory that invites each one to the dais and asks to speak one should always accept others’ points. A about each candidate and their marks. new idea related to the topic definitely Instruction should be given that the comments demarcates the candidate from the others. are received in a sportive manner. The teacher The sixth judge keeps an eye on stress thoroughly monitors the whole activity.

Assessment Sheet on Eye Contact and Body Language

Overall Eye Contact Hand Movement Posture Dress code comments and (5 marks) (5 marks) (5 marks) (5 marks) marks Sl. No. Name ( Total: 20 marks)

1.

I. Assessment Sheet on Team Work Giving constructive Overall Enthusiasm Clear and Logical Use of Humour/ Feedback and comments/ and Initiation Objective Conflict Sl. No. Name Being at Ease remarks and (5 marks) (5 marks) Management with others’ marks (5 marks) Disagreement (Total: 20 marks) (5 marks) 1.

46 The Journal of English Language Teaching (India) LIX/2, 2017 II. Assessment Sheet on Content, Statistics and Quotation Overall Relevance of Application of Statistics Quotation comments and (5 marks) (5 marks) marks Sl. No. Name Speech to Topic SPELT (5 marks) (5 marks) ( Total: 20 marks) 1.

III. Assessment Sheet on Leadership, Initiativeand Innovative Skills

Overall Leadership Initiation Novel Ideas Situational comments and (5 marks) Awareness marks Sl. No. Name skills (5 marks) (5 marks) (5 marks) ( Total: 20 marks) 1.

IV. Assessment Sheet on Pitch of Voice, Language and Receptiveness

Overall Voice Audibility Clarity and Grammatical Listening to comments and mistakes if any others marks Sl. No. Name (5 marks) Fluency (5 marks) (5 marks) (5 marks) ( Total: 20 marks)

1.

V. Assessment Sheet on Stress Tolerance, Problem Solving, Decision Making Skills

Overall Stress Problem Solving Decision Making Grammatical comments and Skills mistakes if any marks Sl. No. Name Tolerance Skills (5 marks) (5 marks) (5 marks) (5 marks) ( Total: 20 marks)

1.

Moderator’s Evaluation others, the student will be able to correct Teacher’s role is crucial in GD. Apart from errors and learn more effective ways of the students’ judgment teacher’s comment behavior in GD.” Teacher should have is mandatory to rectify mistakes and polish updated information. If the candidate fails discussion skills. It should be an objective to speak in a logical way or unable to get appraisal that probes into every aspect of points when an abstract topic is given the their performance. As Young (20070 says, trainer should point out the same and “By listening to criticism from instructor and suggest measures for improvement. If a

The Journal of English Language Teaching (India) LIX/2, 2017 47 student goes deep into subjective examples, the other possible points that the students though it is related to topic she should failed to speak. instruct them to be objective or speak in Works consulted generalized tone. The tone of the student while speaking, application of SPELT 1. Jain. A. K. et al. (2009) Professional method in analyzing the topic, confidence Communication Skills. New Delhi: Chand. level, positive approach are the important things that constitutes teacher’s comment. 2. Sethi, Anjanee. Adhikari, Bhavana. An appraisal should be made whether the (2010). Business Communication. New candidates have spoken on both sides of the Delhi: Tata McGraw Hill. topic namely, victim and the victimized. The 3. Young, Sue Kathryn, et al.(2007) Group teacher should add dimension by revealing Discussion. Illinois: Waveland Press, Inc.

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48 The Journal of English Language Teaching (India) LIX/2, 2017