#63, Research Article: ‘TBL: a focused approach in teaching ESL’ by Dr. G.A. Ghanshyam

This paper “TBL: a focused approach in teaching ESL” is submitted by 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 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 an interest due to its low level or simply are not equipped to handle the language. (more…)

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#63, ELT Research Article: ‘Teaching Literature through Language: Some Considerations’ by Abraham Panavelil Abraham

This article “Teaching Literature through Language: Some Considerations” is submitted by Abraham Panavelil Abraham (Ph D), Professor of English, University of Nizwa, P.O.Box 33, P.C 616, Nizwa, Sultanate of Oman.

Abstract

Teaching literature through language calls for active involvement of both the teacher and the taught. Here, the focus is on teaching literature and the medium is the language. The context and form of a literary work brings forth meaningful discussion and enjoyment. The paper will discuss the importance of teaching literature in the language teaching and learning process, the question of choosing an appropriate literary text and some strategies for teaching literature by creating an awareness of linguistic possibilities and sensibility.

I think aesthetic teaching is the highest of all teaching because it deals with life in its highest complexity.– George Eliot, 1866/1967: 9-10

A linguist deaf to the poetic function of language and a literary scholar indifferent to linguistic problems and not conversant with linguistic methods, are equally flagrant anachronism. – Roman Jakobson, 1960: 377

1. Introduction

Language through literature is a subject that has been discussed among academicians for quite some time. However, the notion of literature through language may raise a few eyebrows. Many universities around the globe offer a number of literature courses as part of the undergraduate program. Teachers who teach these courses often use the traditional method of lecturing on topics like theme, characterization, plot, motifs etc directly without giving any emphasis on the stylistic/linguistic aspect of the literary texts that they teach. Of course, students must be taught literature and it must be taught by creating an awareness of linguistic possibilities and sensibility. It is in this context that the idea of literature through language becomes relevant. Teaching and learning literature through language demands active involvement of both the teacher and the taught in bringing the literary text to life. The medium is language and the context and form of a literary work arouse interest in the meaningful use of that medium. This, in the words of George Eliot is “aesthetic teaching”. Here, the role of the teacher is crucial. His/Her role is to support the students’ efforts to establish intensive relationship with literary texts without interfering too much in their act of creating meaning.

It is heartening to note that many academicians nowadays consider the importance of literature in language teaching. The time has come to realize that the ultimate objective of teaching and learning literature is the study of words, idioms and syntax at the highest level of thought and imagination. It is an exercise depicting as to how words and sentences are made and molded in order to communicate what the writer wants to say. It is not literature through literature that is to be emphasized, but literature through language. In this paper, an attempt will be made to explain why teaching literature in the language classroom is important, what are some of the criteria to select suitable literary texts for students and what are some of the strategies that may be adopted while teaching literature. Robert Frost’s poem” Stopping By Woods on A Snowy Evening” will be used as an illustration. (more…)

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