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 1 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. 2 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. 3 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.