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All about English
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The 34th English Language Teachers' Association of India (ELTAI) conference at WCC threw light on the problems of teaching this British legacy.
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N.S. Prabhu
WHAT IS English Language Teaching? Can Shakespeare be taught by paraphrasing the passages in the local language? Do dubbed English films pose a threat to the original language? Is the learning of English a necessary component of preparedness for the future? These and a host of related questions were discussed, analysed and deliberated upon over two days at the 34th English Language Teachers' Association of India (ELTAI) conference at WCC this past week.
An annual event, the assembly of teachers unveiled the problems of teaching this British legacy in a paradoxical situation: Students pestering teachers for short cuts to pass exams and later signing up for courses that have no certification.
Speakers on both sides of the podium attempted to answer the all-important question: Teaching of English in non-native contexts has seen a succession of theories, methods and techniques. How is it that a vast majority of students fail to acquire even basic skills after several years of English classes?
"Using a literary text and teaching the structures of the language are not mutually exclusive," said Ananda Kumar Raju, University of Madras. Students should be helped to generate knowledge through social connectivism, said B. Rajagopalan, President, ELTAI. In his presidential address, Ananth, director, IIT, Chennai warned of India losing its linguistic and therefore competitive edge to China. Alice Sriparam, First Secretary, British Council Division, New Delhi, spoke of ELTEX, the virtual network of English teachers, trainers and other groups and the need to change methods to include technology in teaching. Dr. Rajni Badlani wanted Agatha Christie and Harry Potter on the syllabus to make it contemporary.
In his keynote address, N.S.Prabhu of the Bangalore Project, recipient of this year's Eminent English Teacher Award argued that the first language is learnt naturally while success in second language learning varies from child to child even under the same circumstances. If the first language interferes with the learning of the second should we adopt the monolingual method? If language learning faculty declines at puberty should teaching start as early as possible? Should it be taught through drill and habit formation?
Through common activities? Can English be taught through other school subjects? Can it be done by breaking down the contents into a set of sequenced units and through systematic planning and procedures? Or through conversation alone? Leaving it to the teacher to find the answers, Dr. Prabhu looked into the historical reasons for teaching English in India. With colonisation, he said, came the reformist strand. Teaching English was seen as social service in non-English speaking countries. It was a means to mobility, empowerment, a remedy to backwardness.
It was also cultural invasion. "English is a marker of class. Bright, creative people are pushed out because of this beast," said Vasanthi, Former VC, MS University.
Her solution to this schism and social engineering was to banish English as a medium of instruction, pool resources of teachers and give special training to those teaching in non-urban areas.
A panel discussion, parallel workshops and an open forum tossed up more suggestions. Robert Bellarmine contemplated the possibility of using memorisation in ELT. Nalini Ravindran said, "Learn the background of the child. Find out what skill is needed at the moment. Teach with reference to other words and then make a slow and deliberate withdrawal of other languages." Vijaya Eswaran endorsed the additive method in which a Tamilian learns Hindi.
English was acquired at the workplace albeit unconsciously, said Dr. Chellappan. English teaching had to be `glocal' - it can remain global only by accepting local reality.
Amol Padwad wondered how communicative approach, which placed a high premium on teacher competence and availability of resources could work in our conditions. Dr. Kundu explained that understanding the message was more important than trying out all the activities.
Uma Raman wanted exams to reflect syllabus expectations. The paper setter, syllabus maker and the examiner work at a tangent, she protested.
"We must compel authorities to listen to us," asserted Dr. Ramani.
"Is testing essential?" asked Dr. Chaudhary, IIT, Chennai. He called for total autonomy for the teacher in teaching and testing.
"Prescribe the outcome and leave it to the student to reach there. Test his practical knowledge." The conference provided a common ground for teachers from all over the country to interact and exchange views. It gave opportunity to nearly forty teachers to present papers on techniques they have successfully employed in their classrooms. "There is no other organisation in India an English teacher can identify with," said Dr. Saraswathi, Secretary, ELTAI. "We bridge the gap between school and college teachers." Added Joint Secretary, Dr. K. M. Prabhu, "If five to ten people implement the proposals the meeting has achieved its purpose." Issues remain: unappetising anthologies, unrealistic learning expectations, unprepared teachers, poor exam formats, over-crowded classrooms. And teachers can only dream of dissent. But at the end of the sessions a city college teacher said, "We will get together and fight for change."
GEETA PADMANABHAN
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