LANGUAGE IN INDIA

Teaching the Extra -
Essentiality of Bringing Eclecticism into Classroom

Rajesh Bojan, M.A., M.Phil.

Abstract

What they learnt is different from what we learn (today) and what we learn would be different from what they will learn (tomorrow). The difference is not in terms of what is learnt, but on how it is learnt. The field of language teaching has always remained exposed to such change.

At every specific period, learners had variety of expectations and followed different techniques to fulfill them. Learners were exposed to strategies that were believed to be effective in terms of language acquisition. Strategies like Communicative language teaching and Cooperative language learning have been accepted and acclaimed by many to be very innovative and highly effective.

But, no matter how best a strategy is, if we simply fail to look forward, update and adapt to any advancement, it is definitely impossible to retain the quality of learning. It is with the background of such a principle, this paper is specifically structured to focus on the necessity and benefits of extra-teaching as well as the essentiality of bringing the concept of eclecticism into classroom.

Introduction

Learning is not just the acquisition of information. Real learning does not cease with the acquisition of subject knowledge, the success of the process lies in how well the matter has been captured, comprehended and exhibited effectively making use of the right skill. If one is incapable of expressing the ideas what he had learnt in a clear and effective manner, then, no matter how hard he may learn, his attempts will not be productive. Teachers as well as learners should understand that learning is not stuffing; it is the deliberate act of familiarizing a concept or situation in such a way that could be significant for the development of our knowledge and career. At the same time, what has to be taught must be taught effectively and that which is taught has to be immensely useful and applicable to life. If learning does not meet these conditions it is of no use.

It is no wonder to notice a great similarity with the attitude of teachers particularly in India. Teachers always tend to overload the learners by rushing through the syllabus being very particular about time and exam rather than worrying about what the learners have learnt during their course of study. In spite of concentrating on what is being expected or required by the learners, teachers are least concerned about skill development. Under such an unfortunate influence, learners are dumped with baggage of subject-matter which most of the time they tend to memorize and easily forget once the exams are over.

When the curriculum contains loads of subject, it is obvious that learners could not be provided with training opportunities to make them fit for any competitive situations. Teachers on the other hand might not take interest or extra effort to go beyond the usual subject teaching because of lack of time. As a result, they get used to see teaching as a duty than as an art. It is at this point teachers formulate an opinion that it is sufficient to teach what is required for the exam and ultimately fail to see what is essential for learners' life. Most part of their teaching they remain relying only on books. Thus, teaching as a result lacks creativity and becomes lethargic disappointing the learners.

No learner wants the teachers to interpret the information already available in the books. Learners are eager to learn from the teachers the items that are beyond their imagination, experience and reach. Hence, teaching ought to be not only subjective but also unique and innovative always.

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