LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 15:6 June 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.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Teaching English as Second Language:
An Evaluation of TESL Practices in Indian Context

Birinder Kaur, M.A., M.Phil. (English), Ph.D. Research Scholar
Dr. Jap Preet Kaur Bhangu, Ph.D.

Abstract

The paper attempts to unfold the various TESL (Teaching English as a Second Language) practices followed in Indian classrooms. It would also aim to mark a vivid distinction between the understanding of L1 also known as mother tongue, and L2 or second language. The paper would attempt to reflect the various challenges and difficulties witnessed by the non native learners of English language. Through this paper, the authors would attempt to clearly define what exactly the term TESL reflects in its truer sense, what are the aims and objectives behind designing of such courses and which methodologies are usually adopted in the Indian Classroom teaching of English. There would also be an effort to hint on the current scenario and the gaps that exist in the effective implementation of ESL (English as a Second Language) and how those gaps may be filled by following certain effective strategies at the end of the language teachers thereby contributing to the enhanced proficiency levels of the learners.

Keywords: ESL (English as a Second Language), TESL (Teaching English as a Second Language), L1 (First language or Mother tongue), L2 (Second or Foreign Language).

Introduction

In the present era, the need to explore information and the prime requirement of global communication has turned English into an international language. It belongs not only to the British, the Americans, the Canadians, the Caribbean, the Australians, or the Africans but it also belongs to the rest of the world. English is broadly known, spoken and read by all educated people in the world. English is the only major lingua franca to have an immense impact and is taught in almost all parts of the world irrespective of the nationality, caste, creed or religion. The rapid increase in the international exchange has raised an emergence for the masses to learn English as a second language. The English language enables the people to participate as the unit of the whole world and not just one nation. William Littlewood aptly states about the status of English as a second language, “The study of second language learning is an immensely rich and varied enterprise. Most participants in this enterprise still see its ultimate justification in terms of the desire to improve learning and teaching”1 (Littlewood: 2006).

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

Birinder Kaur, M.A., M.Phil. (English)
Ph.D. Research Scholar
Department of Management & Humanities
Sant Longowal Institute of Engineering and Technology
Longowal 148106
Punjab
India
r5sidhu@yahoo.co.in

Dr. Jap Preet Kaur Bhangu, Ph.D.
Professor
Department of Management & Humanities
Sant Longowal Institute of Engineering and Technology
Longowal 148106
Punjab
India
jkbhangu@gmail.com

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