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Area - a A-5 (Part V) Pedagogy of Teaching English B. Ed. Spl. Ed. (M. R. / H. I. / V. I)- ODL Programme AREA - A A-5 (PART V) PEDAGOGY OF TEACHING ENGLISH A COLLABORATIVE PROGRAMME OF NETAJI SUBHAS OPEN UNIVERSITY AND REHABILITATION COUNCIL OF INDIA 1 AREA - A COURSE CODE - A - 5 (PART V) PEDAGOGY OF TEACHING ENGLISH Chairman Prof. Subha Sankar Sarkar, Vice Chancellor, Netaji Subhas Open University, Kolkata-64 Convenor Prof. Atindranath Dey, Director, School of Education, Netaji Subhas Open University, Kolkata-64 Course Writers Unit - 1 Mr. Samir Mahato Unit - 2 Dr. Rajiba Lochon Mahapatra Unit - 3 Dr. Debjani Majumder Unit - 4 Dr. Rajiba Lochon Mahapatra Unit - 5 Dr. Rajiba Lochon Mahapatra Editor Dr. Piku Choudhury Processing General and Format Editing Dr. Papiya Upadhyay & Ms. Swapna Deb In-house Processing In-charg Ms. Swapna Deb The Self Instructional Material (SIM) is prepared keeping conformity with the B.Ed.Spl. Edn.(MR/HI/VI) Programme as prepared and circulated by the Rehabilitation Council of India, New Delhi and adopted by NSOU on and from the 2015-2017 academic session. All rights reserved. No part of this work can be reproduced in any form without the written permission from the NSOU authorities. Mohan Kumar Chattopadhyay Registrar Netaji Subhas Open University From the Vice-Chancellor's Desk Dear Students, from this Academic Session (2015-17) the Curriculum and Course Structure of B. Ed.- Special Education have been thoroughly revised as per the stipulations which featured in the Memorandum of Understanding (MoU) between the Rehabilitation Council of India (RCI) and the National Council for Teacher Education (NCTE). The newly designed course structure and syllabus is comprehensive and futuristic has, therefore, been contextualized and adopted by NSOU from the present academic session, following the directives of the aforesaid national statutory authorities. Consequent upon the introduction of new syllabus the revision of Self Instructional Material (SIM) becomes imperative. The new syllabus was circulated by RCI for introduction in the month of June, 2015 while the new session begins in the month of July. So the difficulties of preparing the SIMs within such a short time can easily be understood. However, the School of Education of NSOU took up the challenge and put the best minds together in preparing SIM without compromising the standard and quality of such an academic package. It required many rigorous steps before printing and circulation of the entire academic package to our dear learners. Every intervening step was meticulously and methodically followed for ensuring quality in such a time bound manner. The SIMs are prepared by eminent subject experts and edited by the senior members of the faculty specializing in the discipline concerned. Printing of the SIMs has been done with utmost care and attention. Students are the primary beneficiaries of these materials so developed. Therefore, you must go through the contents seriously and take your queries, if any, to the Counselors during Personal Contact Programs (PCPs) for clarifications. In comparison to F2F mode, the onus is on the learners in the ODL mode. So please change your mind accordingly and shrug off your old mindset of teacher dependence and spoon feeding habits immediately. 3 I would further urge you to go for other Open Educational Resources (OERs) - available on websites, for better understanding and gaining comprehensive mastery over the subject. From this year NSOU is also providing ICT enabled support services to the students enrolled under this University. So, in addition to the printed SIMs, the e-contents are also provided to the students to facilitate the usage and ensure more flexibility at the user end. The other ICT based support systems will be there for the benefit of the learners. So please make the most of it and do your best in the examinations. However, any suggestion or constructive criticism regarding the SIMs and its improvement is welcome. 1 must acknowledge the contribution of all the content writers, editors and background minds at the SoE, NSOU for their respective efforts, expertise and hard work in producing the SIMs within a very short time. Professor (Dr.) Subha Sankar Sarkar Vice-Chancellor, NSOU B. Ed. Spl. Ed (M. R. / H. I. / V. I)- ODL Programme AREA - A A - 5 (PART - V) PEDAGOGY OF TEACHING ENGLISH 5 First Edition : April, 2017 Printed in accordance with the regulations and financial assistance of the DEB-UGC, Government of India A - 5 (PART-V) Netaji Subhas Open PEDAGOGY OF TEACHING University ENGLISH A - 5 (PART -V) PEDAGOGY OF TEACHING ENGLISH UNIT - 1 : NATURE OF ENGLISH LANGUAGE AND LITERATURE 9-38 UNIT - 2 : INSTRUCTIONAL PLANNING 39-60 UNIT - 3 : APPROACHES & METHODS OF TEACHING ENGLISH 61-131 UNIT - 4 : INSTRUCTIONAL MATERIALS 132-178 UNIT - 5 : EVALUATION 179-220 7 ��������������������������������������������������������������������������� ��������������������������������������������������������������������������������� ����������������������������������������������������� Unit-1 Nature of English Language and Literature Structure : 1.1 Introduction 1.2 Objectives 1.3 Principles of Language Teaching 1.3.1. Linguistic Principles of Teaching English 1.3.2. Psychological Principles of Teaching English 1.4 Language Proficiency: Basic Interpersonal Communication Skills (BICS) and Cognitive Academic language Proficiency (CALP) 1.5 English Language in the School Context: An Evolutionary Perspective 1.6 Current Trends in Modern English Literature in Indian Context 1.7 Teaching as Second Language in Indian Context: 1.8 Let Us Sum Up 1.9 Unit-End Exercises 1.10 References 1.1 Introduction Language is the most essential medium of communication and education. Therefore, promotion and development of Hindi and other 21 languages listed in the eighth schedule of the Constitution of India including Sanskrit and Urdu has been emphasized. Since time immemorial, language has been one of the major issues in India. History intimates that some states have come into existence only based on language. The regional language attains the utmost importance in a region. Along with that, the national language, English and some other foreign languages are also relevant nowadays because of their utility. Teaching and learning of English language has become multifaceted in India. This is in accordance with the issues and debates surrounding the position of English in India. It is accepted at the outer level, but attains undue resistance at the inner levels i.e., the cultural and the psychological levels. Hindrances like the regional language based 9 medium of instruction, staunch ideological opposition from the people all around have made English Language Teaching a difficult job. However, one should understand that, English is a globally accepted common language, a language for higher education and the prerequisite in the modern world. Hence, teaching of English is a necessity nowadays. 1.2 Objectives After going through this unit, you will be able to- Explain the principles of language teaching Describe the Basic Interpersonal Communication Skills (BICS) and the Cognitive Academic Language Proficiency (CALP) Illustrate the evolution of English language in the school context Elaborate the recent trends in Modern English literature in the Indian context Justify the position of English as Second Language in Indian Context 1.3 Principles of Language Teaching English dominated the curriculum in the British Raj. It was the medium of instruction from the lowest to the highest segments of education. This status of English remained even after independence. Still it enjoys a prestigious position in the society. Even if English is a foreign language, it attains an important position in India. Many Indians feel that English is not a foreign language, a language of the British. They have made it very much of their own. Yet a segment of people has been voicing against English as the colonial language and the judicious use of it may restrict us from the hangover of the colonization period. Apart from this ideological stand, English invariably captures all the functional domains such as education, technology, business, international affairs etc. One should have a basic knowledge in English to participate in all these activities. This certainly has a great impact on the agencies of education. Learning a second language is more than learning a mere description of it. It is to develop the ability to use the language fluently and appropriately. This is true of not only second language learning but also of first language learning. Essentially, all language learning involves the processes of listening, speaking, reading and writing. These processes involve both linguistic and psychological aspects. This leads us to the fact that all language learning is based on certain well-defined principles derived from linguistic science as well as 10 psychological science. Principles of Language learning and teaching is a matter of practice. The language teacher can teach the language by choosing any method. But the knowledge and application of certain principles help him to teach the same language effectively. While teaching, the teacher must keep in mind the learner, his capability and capacity to learn and above all his environment of learning. Some teachers knowingly use difficult words of English while teaching. They forget the mental ability-and the grasping capacity of the learners. That type of teaching is not good. Some of the basic principles of Language Learning and Teaching are explained blow: 1.3.1.
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