LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 17:4 April 2017
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
         Renuga Devi, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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The New English Curriculum - Perceptions of Teachers

A. Bharathi, M.Sc., M.A., M.Ed., M.Phil.

Abstract

Introduction - If we strongly intend to raise the standards of students to international levels and reap the benefits of the time and on-going global changes, there lies the necessity to reform the English language curriculum. The government of Andhra Pradesh thus has introduced English for the first time for class I in 2011-12 and class II in 2012-13 in all Non-English medium schools. The text book for I, II & III classes at the primary level and VI and VII classes at the upper primary lev-el have been changed for the academic year 2012-13. So, all classes from I to X have English as one of the subjects, irrespective of the medium of instruction. A common English text book was intro-duced from June 2012.

Aim - The present study is an attempt to study how the lately revised English language curriculum of the VI and VII classes is being implemented by the teachers and to determine the factors that influence its implementation as perceived by the teachers.

Methodology of Study - The investigators adopted the ‘Survey Method,’ for study about the Eng-lish curriculum implementation in VI and VII classes on a random sample of 435 teachers of Eng-lish in Government and private schools of both English and Telugu medium in Krishna District.

Findings - A moderate 65% of teachers had good perceptions i.e. to an extent of 66% about the goals and objectives of English curriculum. And, out of all the variables under study, age, gender, type of school and the type of management made a significant difference on the perceptions of the teachers. A moderate 72% of teachers had good perceptions i.e. to an extent of 76% about the con-tent of English curriculum. And, out of all the variables under study, location of the school, gender, educational qualification and type of management made a significant difference in the perceptions of the teachers about the content of English curriculum.

Keywords: Language Curriculum, Curriculum implementation, Teachers’ perceptions

Introduction

The backbone of all human interaction is language. Language is the link to comprehending and transferring knowledge from the abstract to the concrete. Language taken away from the learn-ing process leaves one in a big void. Be it Mathematics, Science, Social studies, Physical education, Craft, Music or any branch of knowledge, the common thread that binds them together is language. It is the language skill that helps the learner comprehend or express ideas. Language helps one to thrive successfully in a social environment, improves one’s imagination and creativity. A language is a highly complex set of systems, structures, and rules and consequently the process of learning is fairly complicated. Therefore, a learner who wishes to learn a language, has to first learn how to do it, and has to build up his/her confidence in his/her ability to do it.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

A. Bharathi, M.Sc., M.A., M.Ed., M.Phil.
Assistant Professor
MNR College of Education
Hyderabad 500 073
Telangana
India
reachbharathi@live.in
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