Pedagogy of Language (Communication)

Dr. T. K. Basantia, School of Education, Central University of South Bihar, Gaya, Bihar. Target Group: VI Sem. B.A. B. Ed. Students (Pedagogy of Language)

(This can also be used as reference material by II Sem. B. A. B. Ed. & II Sem. B. Sc. B. Ed. Students for their Language Proficiency Course)

Source: This material is based on the presentation of Tapan Kumar Basantia in Massive Open Online Courses in SWAYAM platform, Govt. of India.

Understanding Language Context Language is a system of symbols and sounds. It is a medium or system for expressing our thoughts and feelings. It is the medium through which we are able to know ourselves. Different languages emerge out of the needs of human beings. The progress of human beings in this earth has become possible to many extents because of languages. The differences among human beings are reduced to great extents because of the language. Language acts as a medium for imparting knowledge in all disciplines. Language has vocal (spoken) as well as written forms. A language includes a body of words and the relationship among the words to form sentences through which we convey our thinking, feeling, etc. to others. When we say about acquisition of language or learning of language, the four basic skills of language learning come to our mind. The skills are listening, speaking, reading and writing. The acquisition of these skills is the significant goal of any language class. Further, all these four skills are coordinated to one another, and they are not separate or isolated entities in absolute sense. While listening and reading are known as receptive skills, speaking and writing are called productive skills. Further, listening and reading are called proactive (or passive) skills whereas speaking and writing are called active skills. These four skills may be categorized like these aspects: Listening - Semantic aspect

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Speaking - Phonetic aspect Reading - Phonetic-graphic aspect Writing - Graphic aspect Listening with proper understanding; speaking fluently with proper stress, intonation, rhythm, etc.; reading properly with ease and comprehension; and writing correctly and meaningfully are the focus of any language classroom or teaching learning situation. Development of cognition or understanding, emotion, value, feeling, attitude, etc. are embedded with development of language skills. The different ingredients that make the language system possible are vocabulary, grammar, etc. Literature is one important tool which facilitates language. Language along with literature intends to complete the language process. Language is taught or learnt in different forms like prose, poetry, novel, supplementary or non-detailed reading, essay, composition, expository writing, grammar, etc. All these aspects of language help to make the conversation or communication possible, which is the prime goal of learning a language. The number of languages that a child learns depends upon the linguistic or socio-cultural context of his/her surrounding or nation. For example, in Indian context, we normally expect that a child across school stages shall learn languages as par the three language formula recommended by Kothari Commission (1964-66). In Indian context, a child is expected to learn his/her mother tongue/home language/regional language or first language, the international language English as second language and official language Hindi or other languages including Sanskrit. But, Indian socio-cultural context provides a learner to learn so many languages (not only three languages) as large numbers of languages are used in this country. But, this isn’t the case of many countries where opportunities are less to learn many languages. The focus of learning first language, second language and third language isn’t same and it depends upon the purpose for which a language is acquired or learned. And for teaching learning of languages, some common pedagogical principles, and approaches or techniques are followed. Let us discuss the same- Firstly we will discuss the Common Pedagogical principles of Language One principle is Principle of purpose: Every language is learnt with a purpose. The purpose of learning mother tongue or first language is different from purpose of learning a second language or third language or any other languages. One learns second language for many reasons like academic reason, social reason, commercial reason, etc. If the purpose of learning the language is clear, then it becomes easier to design the curriculum, decide the teaching learning materials, decide the pedagogy, conduct the evaluation, etc.

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Another principle is Principle of accuracy: Achieving accuracy in listening, speaking, reading and writing is the main goal of language learning. One should strive to achieve accuracy in spelling, punctuation, vocabulary, grammatical forms and structures, intonation, stress on word, etc. while using a language. Language pedagogy must facilitate all that for achieving the accuracy. Another principle is Principle of the use of active and passive vocabulary: In the process of learning a language, a learner encounters two types of vocabulary or words. Some words are familiar to the learner or the learner uses them well and those are called active vocabulary, and the words that are less familiar to the learner or the learner finds difficulty to use them well are called passive vocabulary. So, in the passive vocabulary learning process, the pedagogical design shall be such that the learner would get adequate scope for the practice and use of such vocabulary so that those can be converted into active vocabulary in due course of their practice and use. Another principle is Principle of natural order of language skills: The language skills of most of the languages are normally learned in natural order i.e. listening at first, then speaking, then reading and lastly writing. In case of any language learning, first we listen it, then we speak it or produce the sound, then we read, and then write. Even if the history of many languages of the world states that the languages are at first evolved as oral languages and then graphical shape is given to them. That is why we say languages are primarily vocal and their written forms appear later. Hence, in the process of teaching learning of a language, one should proceed from oral aspects of language learning to written aspects of language learning based on the natural principle of language skills for development of the language proficiency. The next principle is Phonetic principle: Basically a language has two forms i.e. vocal (or spoken) and written. The expression of vocal language requires finer sound system by proper manipulating the speech organs in an individual. The phonetic principle of a language guides an individual to achieve command on vocal aspect of language. The phonetic principle of a language is associated with its pronunciation, stress, tone, intonation, etc. In the language learning process, the phonetic principle of a language must be given due emphasis. The next principle is Principle of practice: Language is basically a skill dominated subject. If somebody wants to develop competency or mastery over a skill dominated subject, so, he/she should go for practice of the different aspects of the same subject, because, mastery over skill always requires proper practice or drill of the skill. While somebody learns mother tongue, he/she continuously remains in practice of the same, because, the environment demands or facilitates the same. But, for the learning of another language one needs an environment for the practice or drill of the language.

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Lastly, The Principle of Appreciation of the culture of the language: A language takes birth or is originated from a culture. That is why we say language learning is culture learning. If I learn a language, I must appreciate the culture of the language or the culture from which the language is originated. For example, if I learn English language, I must have a sense of appreciation or belongingness towards the English culture since English language is originated from English culture. Like these principles, there are many other pedagogical principles of language learning which must be integral part of language teaching learning process. Let us now focus our discussion on Pedagogical Approaches to or Techniques of Language Learning Some of the important pedagogical approaches or techniques used in language learning are- a) Direct method, b) Structural approach, c) Communicative approach, d) Grammar translation method, and e) Inductive and deductive method Let us discuss these one by one First let us take Direct method: This method allows for direct and spontaneous use of a target language (or language of learning) in classroom or in teaching learning situation. In this method, conversation, discussion and reading are promoted in the target language without translating the target language in any other language or using any other language including the mother tongue of the learner and without stressing on the study of the formal grammar of the target language. According to this method, listening and speaking of a language are more important than writing the language. In this method, sentences are regarded as units of speech, but, not individual words, and learning of grammar of the language is not end in itself, rather, it is embedded in use of language. Speech is primary as par this method. The method provides a natural atmosphere to the child to learn a language, and therefore, this method is a natural method of learning a language. Let us move to Structural approach now: Structure refers to arrangement. Structure in language learning context normally implies the arrangement of words in a sentence in order to give a particular shape to the sentence. The structure may include word orders, grammatical patterns, etc. In any language, especially in English language, the way the words are put together following some principles is more important than joining of the individual words at random. It means, words are not grouped together randomly when we speak or write rather they are arranged or structured in different orders as par the

4 requirement. And these meaningful groups of words are called structures. The structure may include- Sentence pattern (for example, ‘where will you go?’) Phrase pattern (for example, ‘in lieu of’ ) Idioms (for example, ‘to kill two birds with one stone’) The different structure words are prepositions (for example, ‘of’, ‘at’, ‘in’, etc.), relations (for example, ‘who’, ‘whose’, ‘whom’, etc.), conjunctions (for example, ‘either’, ‘neither’, ‘so’, etc.), articles (for example, ‘a’, ‘the’, etc.), degrees (for example, ‘much’, ‘more’, etc.), verb patterns (for example, ‘subject +verb + object’, etc.) and many more. According to this approach, the vocabulary or content words (like nouns, verbs, adjectives, etc.) are taught along with the structures. Practice and development of mastery over structure of words of a language can lead someone for better learning of the language. Like direct method, in this approach, a language is taught to the learner directly without translating it to other languages and here grammar is taught indirectly or grammar learning becomes an embedded part of language learning. Development of the power of conversation or speech development is the prime focus of this approach like direct method. Drill and exercise of the structure remains at the central point in this approach like trade learning where practice of a trade remains at a central point. Let us see another important approach to language learning i. e. Communicative approach: Communicative approach to language learning is such an approach which at the same time emphasizes on linguistic competence in one hand and ability to use the same competency in practical situation in other hand. This approach allows for developing all the four basic language skills (i.e. listening, speaking, reading, and writing) at a time and in an integrated way. It emphasizes on both oral communication and written communication at a time. This approach deals with practical aspect of classroom communication process. This approach to language learning is based on ‘growth’ model of language learning rather than skill model of language learning where language activities are understood from user point of view, but, not from the perspective of native speakers of the language. Under this approach, the learner gets an opportunity for his /her personal growth and self-expression, and a language is used for practical use of the society. This approach is defined as a functional approach to language learning in which functional use of language is the ultimate purpose of learning a language. Achieving functional fluency and interaction is the main goal of this approach. Therefore, according to this approach, the language learning context must be purposeful, real and learner centred. The syllabus, teaching learning materials, teaching learning environment including all the aspects of pedagogic system must be graded for the functional use of the learner. Both quantitative and

5 qualitative change in the linguistic environment of the learner is possible through this approach. Now let us focus on another important technique or method i.e. Grammar translation method: Grammar translation method is one of the oldest methods of teaching a target language to a learner. Target language, here, refers to a foreign language or a language other than mother tongue or mother tongue equivalent language of the learner. This method has also a lot of importance for teaching learning of languages of the present day. Words, phrases, sentences, etc. of a target language are translated into mother tongue or mother tongue equivalent language of a learner or a language that a learner knows well. When the words, phrases, sentences, etc. of the target language are translated into the language that the learner knows well, the learner can learn the target language well with the help of translated words, phrases, sentences, etc. In this approach much emphasis is given on grammatical aspect of the target language. Since translation is used in this method, so, here words, sentences, etc. are taught as isolated entities, but, not as integrated tasks. In this method, too much emphasis is given or reading and writing skills, but, not on listening and speaking skills. Teacher may play a dominant role and learner may become somewhat passive in this method. Bilingual method of language learning is a method which has close affinity with grammar translation method of language learning. In bilingual method, the teacher or communicator uses the mother tongue or a language that the learner knows well to a limited extent in the process of teaching learning of a target language for the better learning of the target language by the learner. Lastly we will discuss Inductive and deductive method: In language learning, mostly in grammar learning, inductive and deductive method is used more. This inductive and deductive method has two aspect i.e. induction and deduction. Proceeding from particular to general is the main characteristics of induction and proceeding from general to particular is the main characteristic of the deduction. In this method, in grammar learning context, at first some instances relating to a grammatical rule are given. The learners are asked to find out or identify the grammatical rule associated with the instances. This is known as induction. After learners have identified the grammatical rule associated with the instances they are further given opportunities to create new situations or to identify some instances from the given situation associated with the grammatical rule. This is known as application of grammatical rule and this is called deduction. Let us take an example in this context. The principle of using the article (‘a’ and ‘an’) can be taught through inductive and deductive method in this way: These instances in front of learners will be presented- I have an umbrella. She wants an orange.

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A dog is a pet animal. A university is a centre of higher education. An educated person is superior to an illiterate person. An innocent person shall not be punished. Yadav has a computer. An apple is a nice fruit. The learners will analyse these instances with reference to the articles used before the vowel sounds and consonant sounds(as indicated through underlining) and accordingly they will reach at the principle (or derive the principle) that before the vowel sound the article ‘an’ is used and before the consonant sound the article ‘a’ is used. Further, the learners will be given an opportunity for the practice or exercise of this principle in relation to some new instances. Like these approaches or techniques, there are many other approaches or techniques like social or cultural approach, situational approach, conversational approach, etc. which have implication or role in language learning. Friends, these are about the basic or fundamental aspects of pedagogy in relation to language context. **********

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