Hats Off to Our L2 Teachers!
Shivaji Kushwaha
Chief Tutor
District Centre for English
Government College of Education
(IASE)
Bilaspur, Chhattisgarh, 495004
The Background
The present article, in the form of a letter, will be
meaningful only when its background is understood. This article/letter is
written as a response to an ELT article by Phan Le Ha, a name to reckon with in
critical pedagogy. Let us first see what critical pedagogy is. Critical
pedagogy is enabling learners to understand the social issues around them and
to bring social change collaboratively through education.
Critical pedagogy opposes the status quo imposed by
different kinds of hegemonies, and focuses on critical cultural awareness of
the socio-political factors responsible for any sort of exploitation. We can
say that critical pedagogy is
·
against inequality and exploitation,
·
recognising the importance of multiple points of view,
·
being reflective about the age-old and accepted practices
and ways of thinking,
·
resisting stereotypes,
·
for the marginalised.
Ha (2004), in her article,
criticises the cultural stereotypes of Western educators who perceive the ELT
methodologies of Eastern teachers as ‘backward’ as compared to their ‘advanced’
methods, such as ‘Communicative Language Teaching’ (CLT). The writer shows how
the two Vietnamese teachers do not conform to the Western cultural stereotype,
and like effective teachers in the West, ‘they use a variety of pedagogical approaches
which take account of the cultural context of the classroom’.
Dear
Dr Le Ha,
“Difference should not and must not be
interpreted as ‘deficit’.”
How appropriately you have used this sentence
in the context of the prejudice the Western English language educators have
against the South Asian L2 teachers of English! Being a South Asian I must
express my gratitude to you for bringing Mai and Lan (the pseudonyms coined by
you for those two sincere Vietnamese teachers) before the ELT world, otherwise such
teachers are always made to stay out of the limelight by the system.
The cultural or racial stereotypes which you
have discussed are very much prevalent even now in the society we live in. The
pertinent question is whether we conform to or confront such hegemonies. Out of
millions of South Asian L2 teachers how many are there like Mai and Lan, who
not only make their ‘grammar lessons more diverse and communicative’, but who encourage ‘students to explore and develop
their own voice’, who “ ‘ facilitate’ in harmony with their cultural expectations”, ‘who need
to perform their duty as ‘behaviour educators’ or ‘moral guides’ as well, and
above all, challenge the stereotypes of the West by proving that they are NOT ‘backward,
traditional, inefficient…[and} unscientific’?
Dr Le! When I think of my
multi-cultural and multi-lingual Indian context, several other stereotypes
cross my mind which an honest and sensitive L2 teacher has to fight against.
Teachers, especially those working in remote villages, have to resist the
stereotypes based not only on culture but cast, creed, economic class, sect,
religion, gender, language and so on and so forth. What will you call a society
which asks about your religion and cast before asking your name? Every moment
you resist the stereotypes created by your own society. At the same time you
are expected to shoulder the sole responsibility of inculcating human values in
your students, help them to communicate in English with the textbooks which
hardly have any scope for communication, and enable them to pass the
examinations which basically test their rote learning and your guessing
abilities.
It’s true that the majority of
Indian L2 teachers observe the formality of covering the course and they are
least concerned about values and the local culture. But there are teachers
(though in minority, and the minority is on the verge of extinction), who are
sensitive to the ‘small culture’ of a classroom group, and who take into
consideration ‘both the culture of the target language and the culture of the
students’. Keeping the demands of the global village, a few of them also
encourage our adolescents to develop the art of acculturation along with
learning English. But these attempts are hardly welcomed. Rather such teachers
are marginalised as they cannot and do not conform to the trends of the
practical world. In spite of these odds, these Indian teachers are doing their
duty with a single- minded devotion. They are different because they have not
conformed to the prevalent societal stereotypes. They are different because
they are sensitive to their students’ issues. They are different because they
have understood ‘the relationship between the word and the world’ and ‘deal
with social justice and social change through education’. (Akbari, 2008). They
are different as there is a world of difference between them and the majority
of teachers. And this difference is interpreted as a deficit by the societal
stereotypes.
Dr Le! May I request you to
investigate the minor but very significant changes brought in the educational
scenario by these Indian ‘Mais’ and ‘Lans’ too, who are not at all worried what
opinion the Western educators have about them? Their main concern is when their
own society will come out of the mud of the rotten stereotypes, and encourage
the children ‘to participate in the transformation of their world’ ( Freire,
1996)!
Warm regards
Yours sincerely
Shiva
P. S. I was wondering, Dr Le,
whether Mai and Lan too had to combat their own societal stereotypes.
References
Akabari, R. (2008). Transforming
lives: Introducing critical pedagogy into ELT classrooms. ELT Journal 62/3:292-293.
Freire, P. (1996). Pedagogy of oppressed. Penguin
Ha, P. L. (2004). University classrooms in
Vietnam: Contesting the stereotypes. ELT
Journal, 58/1.
****************
Tbl: a focused approach in teaching ESL
*Dr. G.A. Ghanshyam
Head,
Dept. of English, Govt.
M.L. Shukla
College, Seepat, Bilaspur
(C.G.) India
495555
Email:
gaglish@yahoo.com
A
global language, a universal medium of communication, a bridge between
cultures; there are as many epithets as forms of English that represent the
face of contemporary global communication. With so much importance attached to
a language that reverberates with colonial connotations, English has certainly
to face several detractors. From being given a cold shoulder as a foreign
language to being viewed as an enemy to indigenous culture and identity, the
language has had to confront many obstacles in its journey to the current
position of universal language.
In India, English
came with the Colonial rulers and stayed back long after the colonial masters
left for their home shores. Accorded official sanction as the second language
of the nation, it still has to deal with prejudices, contempt and hostility.
The result is a general disinterest and complacency towards the learning and
growth of the language except for acquiring the stipulated 17/25 passing marks
or for landing up a job in the education department struggling with a shortage
of well trained expertise in the language. The general scenario of the primary
and secondary education excluding those of elite schools in terms of English
language is pathetic and appalling. In many public schools the job of an
English teacher is given to any Tom, Dick or Harry provided the person has an
English medium background or the person has taken English as a subject in the
under graduate class, irrespective of the fact that the person might be from
some other field of study having no expertise or training in language teaching.
The sort of education the students receive at this crucial primary and
secondary level is open to speculation and the problem that it creates at the
tertiary level of higher education is clearly understandable.
As
college teachers we have to daily grapple with the problem of a maximum number
of students who have zero knowledge of the basics let alone speak or write a
complete meaningful sentence. Higher education also represents a sorry state of
affair where ELT is concerned. Apart from the general level of students
excluding a minor percentage from elite schools and CBSE backgrounds, it has also
to make do with poorly trained teaching staff. The imbalance in the level of
students knowledge coupled with irregular and untrained staff is further
aggravated with a syllabus that is mostly obsolete having been followed since
years with no evaluation of its effectiveness and upgrade. Students either lack
interest due to its low level or simply are not equipped to handle the
language.
Today
when India
has become a hot destination for Multinationals, BPO jobs, outsourcing, and is
also viewed as a hub for trained professionals in various fields, it is the
students who are losing out despite their skill and expertise owing to a lack
of communicative ability in English. Language is for communication, verbal as
well as non-verbal but the syllabus that is followed (case study: Chhattisgarh)
in higher education can hardly claim to be formulated for the purpose. Apart
from being outdated it has nothing to offer to the students in terms of
motivation and practicality. The syllabus classified into three levels of study
in a graduate class: first year, second year and final, it concentrates on
culture in the first, science in the second and has a mixed content in the
third. The course in fact seems to have failed to recognize or has completely
ignored the very basic aim of ELT; and that is learning of the language.
In
an ELT class the biggest hurdle that an English teacher has to face is the lack
of motivation amongst the students. Student centred approach to ELT is a boon
that aids the teacher to overcome the obstacle effectively. When the student is
empowered and a justifiable balance maintained between guidance and freedom,
the learner gets motivated to take positive steps towards language learning.
The resultant expertise over the language and confidence gained thereof from
individual achievement goes a long way in the overall progress of the student.
Another
important aspect that interests the learner is the viability of the course in
practical life. Today’s world is a highly competitive world and there is no
scope for failure. Unless the student is confident that the acquirement of the
language skill is going to help and improve upon his practical life, he will
try to avoid it, as is usually the case.
Language
should be accorded the same status as the other main subjects. The present
competitive world is held upon the world of communication or soft skills.
Expertise in a particular field is hardly sufficient today unless it is
supplemented by a sound and effective command over soft skills. So, language is
as important as any other subject in a professional or degree course.
When
we focus our attention on the present course followed in colleges in Chhattisgarh,
we find hardly any scope or space for improvisation and development of language
skills- verbal as well as non-verbal. The course of all three levels of
graduation comprises of text based lessons covering topics that hardly hold any
interest for the students and their life, a few exercises on vocabulary,
composition and grammar. Local markets are flooded with language guides of
dubious quality that encourage the students to bunk language classes and are
also largely responsible for the poor quality of language skills amongst them.
Language
is the life and soul of communication. As such the syllabus that aims to teach
language should not be made a handmaid to teach the students culture or
science. Communication is the soul of any language course. Every graduate
student should be trained and equipped to have a basic level of competence in
the usage of English language in his personal and professional life outside the
language classroom and after college.
Pondering
over the dismal situation of ELT, various experts and linguists, teachers and
trainers have come up with innovative and effective approaches. One method that
has gained widespread acceptance and mobility in contemporary times is TBL or
Task Based Learning. Distinguished from Text Based Learning, TBL as the name
itself explains is more student oriented and practical in approach.
Task Based Language Teaching (TBLT) is an approach which
offers students material which they have to actively engage in the processing
of in order to achieve a goal or complete a task. Much like regular tasks that
we perform everyday such as making the tea, writing an essay, talking to
someone on the phone, TBLT seeks to develop students’ inter-language through
providing a task and then using language to solve it.
(http://www.tblt.net/ Published by
admin on 05 Mar 2008)
TBL
equips the student with the necessary basic language skills and a task or
problem or project is introduced that involves the active participation of the
students to use their language skills in accomplishing it, just as they will do
in a practical situation in life. The language classroom is a preparatory place
that prepares the student to use what knowledge they have acquired in the class
outside the class in actual life. TBL is an effective method for preparation
and practice that the student will use in later life.
The
points to be kept in mind while implementing TBL in Indian classrooms are the
level of the students and the environment; topics that the learners’ can relate
to; aims to be achieved and most importantly task design. Before undertaking a
TBL approach in ELT and designing the task it is necessary that the tasks are
practical in approach, help in the development of language skills and
communication ability of the learner, are learner centred and interactive,
involves project work and oral as well as written tasks.
Topics
to be considered are:
Sports
Cinema
Games
Hobbies
Holidays
Tasks
that can be incorporated:
Interview
Dialogue
Reports
Role Play
Creative Writing
Practical Projects
TBL involves three
stages of development and implementation:
Pre-Task
Stage
The
stage involves planning of the task to be implemented and providing of the
necessary inputs by the teacher to the students. The task is explained and
discussed with the learner, giving him clues and hints as to its proper
execution. Demo tasks can be undertaken jointly with the aid of the teacher for
a better comprehension of the task and its aim. The expected outcome of the
task is clearly explained to the students so that they can work out in the
proper direction.
As
per the task designed and decided upon it can be an individual activity, group
activity, class activity or home activity. The necessary aim has to be
ascertained before the type of activity is decided upon.
Task
Stage
The
main task stage comprises of the student performing the task as decided in the
prior stage. The teacher plays an important role. He is to observe and act as a
facilitator and counsellor to the students.
The
students complete the task accorded to them as per the guidelines provided to
achieve the outcome. They chalk out the plans for presentation of the result in
the form of a presentation/report/discussion/paperwork.
Post-Task
Stage
The
post task stage accesses the outcome of the task: mistakes are identified and
rectified, task is evaluated through discussion and teacher guidance, task is
repeated.
The
stage also identifies the stages of error committed by the students, discusses
their problem areas and endeavours to overcome the obstacles to effective
communication and language learning that they are facing.
Problems addressed by TBL:
Motivation
Learner Centred
Student-Teacher Interaction
Language Form
Practical Language Usage
Communication
Comprehension
Spontaneity
Group Interaction
Confidence
Decision Making
Independence
TBL is an active learning approach to ELT that
breaks the monotony of a traditional ELT classroom totally dependent upon
theoretical teaching and teacher oriented approach. The students work freely in
an interactive and independent atmosphere; working out their own meanings,
formulating their own approach to the problems and completing the task
assigned. By shifting the emphasis on to the student, the learning process is
made more students’ friendly, interesting, active and practical.
The students are benefited
by a language learning environ that suits to their life and activities, areas
of interest and concern. They learn to actively use the language learned, in
practical real life situations that gives an added incentive to motivate them
further in learning the language.
Works
Cited
http://www.tblt.net/
Published by admin on 05 Mar
2008
***************
*Dr.
G. A. Ghanshyam
Department of
English, Govt. Arts College India
gagshyam@gmail.com
**Ms.
Devasree Chakravarti
Research Scholar,
Guru Ghasidas University India
smile_devz@yahoo.com
I have crossed an ocean
I have lost my tongue
From the root of the old one
A new one has sprung.
---Grace Nichols
---Grace Nichols
Cross cultural encounter,
multiculturalism, hybridity are all phenomena closely associated with the
concept of globalization, or in other words the shrinking of the distances that
had separated men and culture from others. Today globalization has broken down
the walls that were constructed as barriers, segmenting the world into sharp
divisions. Contemporary society is a ‘Global Society’ and this phenomenon of
globalization has touched and transformed not only the world community but also
its very culture and psyche. The process of globalization has invariably made
its mark on the languages of the world.
The
globalization of languages can be viewed as a process by which some languages
are increasingly used in international communication while others lose their
prominence and even disappear for lack of speakers. (Steger 82)
Language
is the basis of civilization. Evolving from the earliest spoken word, it has
developed to symbolize the culture, society, people and their ethos. It is the
signifier of identity, the ‘self’ which when asserted co-relates to the
assertion of one’s individuality. Language is power, the feature that proclaims
supremacy for the human race. Closely linked with culture and society, it has
been used as a weapon by the conquerors to subdue and strengthen their
authority on the conquered; to silence them into submission.
Colonialism,
whether as indirect rule or the exploration and settlement of continents,
brought with it the English language, English literary forms, and English
cultural assumptions. (King 2)
English
is the language of preference in this globalized world. The process of
globalization has endowed the English language with an eminence that has
eclipsed many other languages with time.
The history of globalization of
languages that led to English being given the top slot among the various world
languages is quiet old. Starting from the 16th century, British
colonialism reigned over almost the entire third world. It was but natural that
wherever they went, they took their language with them, and used it as a medium
of cementing their colonial rule. And so English “…came to represent the British Empire and symbolized the hegemony of the
colonizers…..” (Pandey 15)
English was the language used by the
Britishers to stamp their rule on the countries they had colonized not only
geographically but also culturally and psychologically. Introduced in India
…a
class who may be interpreters between us and the millions whom we govern-a
class of persons, Indian in blood and colour, but English in taste, in opinion,
in morals and in intellect. (King 2)
With
the spread of colonialism, English language spread across the global. The
language gained currency in all the colonies proving to be the windows to the
world for the native people, first intellectually and later literally. Being
associated with the colonizers who brought the language with them, it became
synonymous with power and prestige. Long after their rule ended, this association
of the language with power stayed on in the psyche of the people.
English became the language of the
world. The language of the British nation, in conformity with the British rule
was followed and considered to be the pure and correct form of the language
throughout the colonies. Like in India Britain America Columbus
After the Second World War, the
position of Britain America America
The American way of life, culture
and ethos invaded the whole world. Even the most conservative of societies have
come under its influence. With the growing influence and intrusion of science
technology, computers and the Internet, American English or ‘Amerilish’ has
defined and transformed the lingua franca of the world. Today evidence of the
wide use of English or more precisely American English can be seen in each and
every aspect of our life, in media, movies, literature, etc. In the present
global scenario, English or Amerilish is gradually colonizing the entire world.
“Global English speaks with two voices:
British and American. The differences are essentially differences of accent,
inflection, spelling an above all, vocabulary.” (Pandey 16) Contemporary
world being a fast paced world, people have little or no time for formalities
and long, complicated rules. Everything today is preferred simplified and easy,
the American way, even the language.
So the Standard English language
used across the world is either British or American. In India Britain America
To
begin with English is an international language in the Commonwealth, the
colonies and in America
The
hegemony of English over the world particularly Asia
and Africa was imperialistic in nature in its
primary form which has been presently transformed by the forces of
globalization. The economic boom, opening up of markets, inclusion of computers
in every sphere of life, etc., has altered the imperialistic, tradition bound
image of Queen’s English into a more liberalized, open and hybrid form of
‘Global English’.
Rendered an international character
first by the Britishers as a part of their colonial rule, the dominance of
English has further gained in strength and usage due to the neo-colonial power
of America
English is an Anglo-Frisian language
that was brought to the British isles by the
Germanic settlers. Its diverse and multi-cultural borrowings from Greek
(Telephone, Psychology), Latin (War, Household), French (Haute Couture),
Scandinavian (Bank, Skin), Italian (Prima Donna, Teracotta), etc. have rendered
to the language a very liberal and flexible character. This distinctive feature
of evolution is largely responsible for its wide acceptance throughout the
world and its longetivity when many local dialects are on their way to
extinction.
Being a highly flexible and fluid
language, English adapts itself and also adopts the native environment,
contributing and also borrowing in return. The vast repertoire of the English
vocabulary is continuously being enriched and enhanced by the varied languages
of the world. This unique ‘hybrid’ quality of the language sustains as well as
helps in its global acceptance.
Apart from the borrowings from other
European languages, English has also acquired some distinctive regional colours
wherever in the world it is in use. In India for instance, English has
developed its unique Indian character of ‘Indian English’ or ’Indlish’ wherein
words like ‘prepone’, pronunciation like /dais/ instead of /’deiis/, frequent
use of adding –ing form to the words or difference of interpretation in the meaning
of the words like ‘childlike’ and ‘childish’ are very common.
Language is power. Aristotle
remarked, “The ability to speak is a shortcut to distinction”. (Sharma 41) And
English is the language of today that promises new vistas of success and
opportunities for its users. It is the global language linking the whole world
together in one single thread, and providing its speakers with the power to
excel, progress and transcend barriers of nation and culture.
A major factor that has made a huge
contribution to the phenomenon of globalization is the communication
revolution. Computers and Internet have literally thrown open the windows to
the world. To inter-connect and correspond globally, English is essential. The
increasing importances of these new technological advancements have further
strengthened the stronghold of English on India India
In this globalized world, the
third-world or developing countries of the world have realized the importance
and power of gaining proficiency in the global language to stay ahead in the
competitive global market. New business opportunities and openings provided by
the free economy like the emergence of the BPO companies, outsourcing of jobs,
increasing number of multinationals making their foray into the world market,
growing demand in the IT sector, has awakened the people everywhere to the
growing demand for proficiency and skill in the communication of English. In
this regard India India
Media is a major player in imparting
a distinctly global image to English and also in making the masses familiar
with the language. Even regional channels use English mixed with their native
tongue. The exposure to English language channels, films and music have also
largely contributed in making English popular and colloquial throughout the
world. Circulation of English newspapers has increased considerably and so has
the popularity of English language channels and websites. “By 2005, the number
of publishing houses and Indian registered newspapers/periodicals in English
alone has risen to almost 8000, of which 750 regularly reach the newsstand.”
(Mohanty 112)
Education has also played a vital
role in the spread of English and in its increasing importance. Starting from
the teachings of missionaries, to the establishment of the Hindu College Presidency College India
A significant field in media is that
of marketing and advertisements. This field has made its impact in the
globalization of language tremendously. Today the global language has been
given a local colouring and feels by coining such phrases that reflect the
global and hybrid character of English. This also gives English a wider and
easy acceptability among the masses thus breaking its earlier elitist image.
The availability of opportunities to
the skilled and efficient candidates having the right educational qualification
has suddenly given an elevation to the status of the urban, educated
middle-class society. The familiarity of the masses in the country with the
English language has given an edge to their expertise. With increasing income
and increasing exposure to a wider world panorama due to greater mobility, the
general Indian public has emerged from its segregation. This has largely been
influenced by the changing global trends, including in the preference and
predominance of the English language.
From attire, to etiquettes, to
language we are witnessing a gradual shift towards a liberal, free and global
transformation. The exchange of cultures, ethos and language is no longer
lop-sided but mutual and complementary. Having taken ‘many roots’, English is
moulding the native languages, and is also being moulded by them.
Globalized English is the language
of the new age. Its use is also rampant in traditional sectors like banks,
army, administration, as well. Any criticism that the language had attracted
earlier from purists has long risen above such debates and arguments by gaining
popular acceptance among the global speakers of the language. Today, English is
no longer the legacy of the colonial rulers but the language of the people in
its new image that has transcended the barriers of nation, culture, race and
even language to embrace all in itself.
The language that had approximately
7 millions users in the 16th century grew to over 3500 millions in
1990, and in the present age almost about half of the world speaks English.
In India
In the present scenario English is
no longer a foreign language but one of our own, its presence being felt in
each and every sphere of our lives. Even the illiterate person, the street
vendors, domestic workers, etc. have a capability of approximately 100 English
words of everyday common usage like, Thank you, Welcome, etc. Words like these have in fact been
assimilated into the regional languages, and are being used extensively in
everyday speech. So now the languages whatever they be, Hindi, Bengali, Tamil
or any other language, it has acquired a new form which is a blend of the
regional language with English like ‘Hinglish’ (Hindi and English). This trend
is reflected in the colloquial language, in movies, media, in advertisements
like ‘Go Fida’, ‘Ye Mummy Made hai’, ‘Taste Main best, Mummy aur Everest’, ‘Yeh
Dil Mange More’ etc.
If the regional languages have
borrowed from English like the blend of languages mentioned above or in the
borrowings of words like Time, Table, Police, etc., it’s also not surprising
that English language has also been influenced by them in turn. Many of the
words from the regional languages have found their way into English, and this
trend is increasing by the years. Every year the new edition of the Oxford
English Dictionary comes out with new words adapted or borrowed from the
regional languages, starting from bungalow, thug, jungle, Chapatti to many
words and coinages like “doosra” (related to Cricket), “half-widow”
(originating from Kashmir for a woman whose husband is missing), “patel-shot”
(related to photography) or “swalpa adjust maadi” (just adjust a little), etc.
The latest edition of Oxford English Dictionary includes such Indian words as
“bindas (cool), tamasha (create a scene), mehndi (hair colour), desi (local),
and lehnga (a type of skirt).” (Mohanty 113) Catherine Soannes, editor of the
dictionary commenting on such inclusion of Indian words defends the decision by
saying, “We are merely reflecting the language as it is today. Indian English
is one of the growing areas of language, which is contributing to the language
as a whole.” (Mohanty 113)
English is referred to as a ‘living
language’, a language that is organic in form and content, growing and
transforming with changing times. It is no longer the legacy of Britishers, in
fact today English is a language which cannot be claimed by any one nation. It
has transcended geographical, social and cultural barriers. It is a language
signifying mobility and uniformity. A truly global language, it is the language
of the new global world, not only confined to British or American influence but
absorbing and assimilating the various diverse world influences in itself. From
being a ‘vehicle of spiritual subjugation’ as remarked by Ngugi Wa Thiong’O it
has come to represent a free, unified world, a genuine transformation from
imposition to liberation. This truly democratic character and spirit of the
language has given a new perspective to English, reflecting its journey from
Colonial history to its present Global image.
**************
RERERENCES
1.
Manfred B. Steger. “The Cultural
Dimension of Globalization”. Globalization: A Very Short Introduction. (New Delhi Oxford University
2.
Bruce King. Literatures of the World
in English (Routledge & Kegan Paul, 1974) p. 2.
3.
Sudhakar Pandey. “From ‘Angrezi Hatao’
to ‘English Badhao’: English in the Republic
of India
4.
Bruce King. p. 2.
5.
Sudhakar Pandey. p. 16.
6.
J.R. Firth (1956). “Descriptive
Linguistics and the Study of English”, Ed. F.R. Palmer, Selected Papers of
J.R. Firth, 1952-59 (Bloomington: Indiana University Press, 1968)
7.
Salman Rushdie. “The Empire Writes Back
with the Vengeance“, The Times, July 3rd 1982 .
8.
Vandana Sharma. “The Art of
Communication”, JELT, Vol. 44/5, 2006. Sept-Oct. p.41.
9.
Seemita Mohanty. “English in India
10.
Braj B.. Kachru (1994), ‘South Asian English’, Robert Burchfield (Ed. 1994),
The
Cambridge Cambridge Cambridge University
11. Seemita Mohanty. p.113.
12. Seemita Mohanty. p.113.
very inspiring
ReplyDeletethanks and do write for this
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