{"id":280,"date":"2010-07-09T09:50:25","date_gmt":"2010-07-09T09:50:25","guid":{"rendered":"http:\/\/www.eltweekly.com\/elt-newsletter\/?p=280"},"modified":"2010-07-09T09:50:25","modified_gmt":"2010-07-09T09:50:25","slug":"63-research-article-tbl-a-focused-approach-in-teaching-esl-by-dr-g-a-ghanshyam","status":"publish","type":"post","link":"https:\/\/eltweekly.humbeestudio.xyz\/?p=280","title":{"rendered":"#63, Research Article: ‘TBL: a focused approach in teaching ESL’ by Dr. G.A. Ghanshyam"},"content":{"rendered":"

This paper “TBL: a focused approach in teaching ESL”\u00a0is submitted by Dr. G.A. Ghanshyam,\u00a0Head, Dept. of English, Govt. M.L. Shukla College, Seepat, Bilaspur (C.G.) India 495555. <\/em>Email: <\/em><\/span>gaglish@yahoo.com<\/em><\/span><\/span><\/a><\/span><\/span><\/p>\n

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.<\/span><\/p>\n

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.<\/span><\/p>\n

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\u2019 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.
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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, 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. \u201cDespite efforts during the last four decades or so ELT at the university level is not yet marked by a spirit of dedicated professionalism.\u201d (Mohan 58).<\/span><\/p>\n

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 effectively overcome the obstacle. 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.<\/span><\/p>\n

Another important aspect that interests the learner is the viability of the course in practical life. Today\u2019s world is a highly competitive world and there is no scope for failure. Unless the student is confident that the acquirement of the language skills is going to help and improve upon his practical life, he will try to avoid it, as is usually the case.<\/span><\/p>\n

Language should be accorded the same status as the other main subjects. The present competitive world is based 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.<\/span><\/p>\n

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 skill amongst them.<\/span><\/p>\n

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 should be the goal set to achieve for 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.<\/span><\/p>\n

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.<\/span><\/p>\n