LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 15:12 December 2015
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.
         Soibam Rebika Devi, M.Sc., Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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M. S. Thirumalai
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Addressing the Needs of Primary English Teachers of
U. P. State Board Schools

Dr. Meenakshi H. Verma
Dr. Asha Choubey

Abstract

The need for imparting training to teachers cannot be denied irrespective of their level of teaching. But, when it comes to primary education, it is like laying the foundation of a building as the child’s formative years are the most critical ones in his life. In the present time, professional education has become accessible to all. A great number of students in professional colleges are from the rural and remote sectors. Engineering and Management students from these sectors have little command of English, which comes up as a threat and hampers their growth. An insight into the teaching methodologies and the level of primary teachers’ awareness show that they need to revitalize their knowledge and skill to adapt themselves to the socio-psychological requirements of students. They also need to be guided on their role in relation to the development of the primary language learners to help them grow as professional students. This paper is an attempt to study the reasons of the failure of students at the secondary or undergraduate level, to communicate effectively using English though the government is running many ambitious programs for students’ and teachers’ education the status of English at the primary level.

Keywords: Primary School English teachers, Uttar Pradesh Government Schools, training needs.

Introduction

The spread of English has been more rapid in recent years as a consequence of decisions and actions taken by the government, institutions and individuals (David Graddol 2000). This applies to the UP government decision to implement English from class I. This is a welcome change. Earlier, in UP government schools, English was taught from Class VI onwards. Later, it was implemented from class III and presently it is being taught from class I onwards. Introducing English at an early age has enabled the children even in the remote areas to learn English words. As a result, English has reached the children of less privileged walks of society. A child living in rural/remote area where English was not accessible has received an opportunity to be acquainted with the most popular language of the world. But, a close observation of various schools has shown that this welcome move is not as welcome as it could have been, because it has not shown any visible impact upon children studying in these schools.

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

Corresponding Author
Dr. Meenakshi H. Verma, M.A., PGDTE, Ph.D.
Associate Professor
Department of Mass Communication
Invertis University
Bareilly 243502
Uttar Pradesh
India
Meenakshi.v68@gmail.com

Co-author
Dr. Asha Choubey, M.A., Ph.D.
Associate Professor
Department of Humanities
Institute of Engineering & Technology
MJP Rohilkhand University
Bareilly 243001
Uttar Pradesh
India
asha.choubey@gmail.com
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