LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 20:9 September 2020
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Language Teaching: A Brief Case Study of Indian Education System

Uzma Afreen, M.A. Final Year

Abstract

Students studying in India or following Indian Education curriculum are introduced to three languages but majority of them are not balanced bilinguals/multilinguals. The existing Indian teaching system is practised only in three languages (English, Hindi with one language of their choice) both at national and international levels. India is a multicultural country (bears both the language and cultural diversity) and VIII Schedule of Indian Constitution supports 22 Indian languages. Most of the students are not native or balanced bilingual or multilingual. Language teaching is an important aspect as language is not just the medium of communication but also a medium for education.

Adopting an effective language teaching method for a multi-cultural country like India is a must. Further research is also necessary to determine the adequate solutions to these problems.

This paper attempts to analyze and identify the reason why Indian education system is unable to produced balanced bilinguals even when students study two languages for 10 years with their literature. A major claim of this paper is to develop an effective methodology for teaching in various aspects.

Keywords: Language Teaching, Problems, Methodology, Communicative Competence, Indian Education System

1. Introduction

Due to the influence of the British, we adopted English education system. In course of time, English language is promoted in the name of educational reform. As a result, this is narrowing down the scope and opportunity of Indian languages both at school and university levels. In today’s classroom focus must be about teaching languages so that students use them to communicate with the native speakers of the language.

2. Literature Review

An approach that Business Studies teachers can use to teach ESLLs(English second language learners) is known as a learner-centred approach. Froyd and Simpson (2014) postulated that developing a learner-centred approach to teaching and learning is recommended because ESLLs can better acquire language when activities are planned that actively involve learners. Learner-centred approach is an instructional approach in which learners influence the content, activities, materials, and pace of learning. This learning model places the learner in the centre of the learning process. The instructor provides learners with opportunities to learn independently and from one another and coaches learners in the skills they need to do so effectively (Froyd & Simpson, 2014). A Paradigm Shift in teaching and learning can occur through technology and development in the field of education has accelerated a shift from teacher-centred to learner-centred approaches in language learning and teaching.

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

Uzma Afreen, M.A. Final Year
Department of Linguistics
Aligarh Muslim University, Aligarh
afreenuzma70@gmail.com
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