Conditions under which English is Taught in India: An Applied Linguistic Perspective
Conditions under which English is Taught in India: An
Applied Linguistic Perspective
By Jilani
Warsi

English is taught in India under
conditions which are far from being satisfactory. The English language plays a
prominent role in India as a lingua franca – a common means of communication –
besides Hindi and a host of regional languages and numerous dialects – as a
global language, and an easy medium for science and technology. However, it is
a fact that despite studying English in schools and colleges for about 6-8
years, students, especially coming from rural backgrounds, are not able to
communicate in English with relative ease and success. Even in some areas where
students use a regional language as a first language (L1) besides Hindi – and
in such areas English becomes a third language (L3) – they lack all the four
major linguistic skills – reading, writing, listening, and speaking. Since
acquiring a second language is a skill, it should be approached in that light.
It is clear that the methods of teaching the English language in India have not
yielded the desired objective, i.e. communicative competence. In this paper, I
argue that educators, second language acquisition researchers, and English
language teachers in India must approach teaching English as a Second Language
from the perspective of applied linguistics and take the necessary measures to
ameliorate the conditions under which English is taught in both rural and urban
areas. The underlying thesis of this paper is that even though applied
linguistics is a science and teaching is an art, they are closely related to
each other, especially in the case of teaching English as a Second Language.
The process of any second or foreign language teaching includes ‘selection,’
‘grading,’ and ‘presentation’ as the major steps, and applied linguistics plays
an instrumental role in the teaching process.
The paper is organized as follows. In
Section I, I discuss the problematic issues such as shortcomings in the
curriculum; inefficient teachers; methods and techniques most English language
teachers in India incorporate; inappropriate textbooks; inadequate material
facility; an erroneous examination system; and lack of supervision. Then in
Section II, I suggest plausibly attainable ways to improve the teaching
conditions in India.
Section I
Drawbacks in the Education System
1.1 Little
understanding of curricular objectives
In designing English courses for
students of varying levels of proficiency, most language programs do not set
clear curricular objectives. As a consequence, teachers are incapable of honing
on specific skills. As mentioned previously, second language learning is a
matter of skill acquisition. Therefore, it is in the interest of both teachers
and students if the curricular objectives are clearly evinced at the beginning
of the semester. For example, the curricular objectives for beginning,
intermediate, and advanced courses should include the exit criteria, enabling
the teacher and students to strive towards achieving the desired outcome
collectively. This is not to mention that in India a placement test consisting
of problem solving tasks related to reading and listening comprehension and
writing and oral proficiency is usually not administered so that students can
be placed in appropriate levels.
1.2 Inexperienced
teachers
In rural areas most teachers are not
able to keep themselves abreast of cutting-edge research in second language
pedagogy and applied linguistics. One hopes that with the advent of the internet
more and more English language teachers will educate themselves on recent
trends in language teaching. It is needless to say that students are the
ultimate beneficiaries of the teachers’ diligence. Advancements in
understanding how the human mind works and the psychology of learning have been
made, but teachers in India, especially in rural areas, have not benefitted from
these discoveries. The Ministry of Education ought to be promoting teacher
training to equip language practitioners with effective pedagogical tools. Professional
development workshops on teaching English as a Second Language can help fill
the evident gap in the system.
1.3 Defective
methods
Despite Chomsky’s (1957) groundbreaking
work revealing that language is not primarily learned through imitation, the
obsolete translation method is still being adopted by most language programs in
rural areas. While it is true that there are certain advantages to using the
learner’s first language in teaching the second language, in this case English,
the disadvantages far outweigh the ephemeral benefits. According to Van Patten
(2005), first language learning and second language acquisition are similar at
the core. Therefore, it is reasonable to assume that just as the child learns a
first language through exposure to a vast amount of auditory input, second
language learners will also gain speaking proficiency by listening to both
authentic and connected speech in English and by doing oral work.
Contrary to that, most English language
programs in Indian rural areas neglect oral work and engage students in
translating text from Urdu into English and vice versa. The translation method
impedes the acquisition of syntactic structures in that it relies heavily on
isolated chunks of grammar, ignoring the context in which the sentences are
uttered by native English speakers. Furthermore, the translation method begins
with the teaching of reading, ignoring prosodic features of the target
language. It is ineffective in that communication skills are neglected and a
great deal of stress is laid on rules and exceptions. There is increasing
recognition in second language acquisition research of the communicative approach
being more effective than the translation method. For this reason, the
communicative approach to teaching English as a Second Language should be
adopted.
1.4 Inappropriate
books:
English as a Second Language textbook
publishers in the US and the United Kingdom pay a great deal of attention to
the selection and grading of structures – including both content and form – as
they target students of varying levels of proficiency. Using the communicative
approach, grammar rules are taught through content that subsumes a wide array
of sociolinguistic topics. Considering the teachability and learnability
hypothesis, which stipulates that ESL instructors be sensitive to what can be
taught and what can be learned, simple rules precede complex ones in terms of
presentation, exercise, and assessment. Despite this, textbooks in India are
not geared towards honing on the linguistic needs of the learner, taking into
account whether or not the learner is at the appropriate developmental stage to
acquire the target language structures.
The impact of inappropriate textbooks on
the learner’s language growth is further decimated by the grim fact that the
teaching of language is not given emphasis. As I have mentioned previously, emphasis
is on reading and writing without thoroughly understanding syntactic rules that
govern semantic interpretations, which undermines the learner’s ability to set
new parameters in the second language.
1.5 Inadequate material facility:
Second language acquisition research
delineates that audio-visual aids such as flash cards, charts, pictures,
models, filmstrips, tape recorders, computers, and overhead projectors
facilitate successful acquisition of a second language. Despite this, there is
a widening gap between what research shows and what actually transpires in
English language classrooms in India. It should be noted that I am referring to
language classrooms in rural areas. It is the case that in most major
educational institutions in India, especially in metropolis, language learners
have access to audio visual aids. Nevertheless, state-of-the-art language labs
are still a rarity in most colleges and universities. Patrick Winston, who
directs the Department of Artificial Intelligence at Massachusetts Institute of
Technology, argues that human intelligence is buried in the linguistic system
and the visual system (2002). It is, therefore, in the interest of the learner
if teachers rely on ancillary audio-visual aids in the classroom to tweak the
learner’s linguistic and visual systems and accelerate the learning process. In
general though, most English language facilities in India lack audio-visual
aids, which are proven to be conducive to language learning.
1.6 The faulty
examination system:
There exists a gap between the
prescribed English textbooks and the cognitive problem solving tasks on the
exam for the purposes of assessment. Since the exit criteria are not
specifically laid out at the outset, the learner is faced with an exacerbating
problem – answer questions that were not addressed by the language instructor
during the semester or demonstrate the ability to understand content that was
not covered in the textbook.
The objectives of second language
pedagogy and assessment should be:
To develop the
learner’s intellectual power through a second language, in this case English,
To enhance the
learner’s personal cultural values through the study of second language
literature and philosophy,
To increase
awareness of the mechanism of the learner’s native language through a second
language,
To keep the
learner abreast of current writing and research in her or his respective
discipline,
To enable
students to communicate orally in their second language,
To assist the
learner in acquiring reading, writing, listening, and speaking skills,
To expand
gradually deepening knowledge of a foreign country, and
To help the
learner appreciate cultural experiences through improved second language
skills.
Most English language exams exhibit a
glaring omission of the aforementioned objectives. It is needless to say that
the learner stands to gain from these objectives, as knowing about implicit
cultural values of the target language expands her or his world view.
It goes without saying that formal tests
are an attempt to construct an instrument for measuring ultimate attainment, or
progress, or ability in language skills. Clearly, each of the qualities can be
assessed in terms of each of the four basic linguistic skills. A test of
attainment in understanding the spoken language, for instance, can be used to
test the learner’s command of the language at the phonological level and to
discover how far s/he recognizes the phonemic contrasts of the language. This obviously
would be a test of the learner’s second language speech perception. Similar
tests can be designed to evaluate the learner’s speech production.
In contrast, almost all tests in English
in India, are, in fact, examinations: they are subjective in their setting and
marking in that they only cover the skills of reading and writing. They measure
the pupils’ knowledge of the language rather than their performance in it, and
they confuse the testing of language with literary and cultural attitudes and
knowledge.
1.7 Lack of
supervision:
The primary objective of a teaching
organization is to disseminate knowledge and to assess how successfully or
unsuccessfully the instructor is accomplishing this task. Periodic observations
are employed to determine how effective the instructor’s teaching is and how
much s/he is adhering to the curricular objectives and performance standards.
That is to say, an observation is conducted to ensure to what extent learning
is taking place among the pupils in conformity with the curricular objectives.
It is logical that a system of supervision is required so that the instructor
can be provided with constructive criticism as to whether or not the desired
objectives are met. In other words, the instructor needs a feedback mechanism
to closely monitor the effectiveness of her or his teaching. The language
school needs to know how far the classes are progressing in accordance with the
teaching and learning objectives. Last but not least, the education system
needs a way of measuring progress in different regions of the country.
Unfortunately, no such efficient system
is in place in India. In particular, there is a dearth of trained specialists
in rural areas who can be engaged in such tasks and provide immediate feedback
to the instructor. This lack of supervision allows most English language
instructors to be complacent about their teaching, which exacerbates the
existing teaching conditions in India. Because of this complacency, most
instructors do not take a proactive role in their professional development and
are by nature inflexible.
SECTION II
Recommendations for Improvement in
Teaching English
2.1 Setting
realistic curricular objectives
Curricular objectives in line with
teaching English at various stages of development must be specified at the
beginning of the semester. Some of these objectives can be thinking critically
and questioning the basic premise of authors’ claims, being able to paraphrase
and summarize the original text, recognizing the main idea, identifying
supporting details, determining word meaning from context, making inferences,
and formulating a thesis statement, the bane of most graduate students in the
US.
One can readily see the implications of
the above objectives for teaching and learning English as a Second Language.
For example, the ability to think critically and interact with people of
diversified social and linguistic backgrounds is germane to the importance of
successfully performing in a global society. It should be noted that English is
gradually becoming a global means of communication for people who speak it
either as a second language or a foreign language. Therefore, it is in the
interest of India as a nation that the curricular objectives, regardless of
whether English is taught in rural or urban areas, are clearly defined and that
language instructors strive towards achieving them.
2. 2 Training Teachers
It is imperative that teachers be deeply
grounded in linguistic theory and second language acquisition research. The Ministry
of Education in India ought to be encouraging language teachers to present at
professional conferences within the country and overseas so that they can keep
themselves abreast of current trends in second language pedagogy and applied
linguistics. The tendency among directors of English language institutes in India
is to hire teachers with little or no background in Teaching English to
Speakers of Other Languages (TESOL), grossly ignoring the fact that language
teaching is a skill which must be acquired through investigation and discovery.
The renowned British linguist, David Crystal, wisely uses an analogy to respond
to this attitude. He argues that having a heart does not necessarily make one a
successful cardiologist. In other words, one needs to go to a medical school
and learn how the human heart functions in order to understand cardiac problems
and perform surgeries. The pertinence of this analogy to second language
teaching is transparent. Teachers need to be cognizant of recent trends in
language teaching so that they may overcome their ingrained prejudices and
employ effective teaching methods to enable their students to acquire the
English language.
2.3 Abandoning the
Translation Method
As I have mentioned previously, the
Translation Method pays no attention to listening and speaking and largely
focuses on literal translation. Instead of using a method that has been
debunked by recent research, Content-based Instruction (CBI) must be
incorporated into teaching English in rural and urban areas in India. The logic
that dictates CBI is based on the principle that language is learned through
social interaction. Therefore, if students are allowed to articulate their
thoughts in English regarding pertinent social, political and economic issues,
then it is reasonable to assume that they will master the necessary skills,
especially listening and speaking, with relative ease and success.
It should be kept in mind that English
language teachers must be prudent and eclectic in designing a lesson plan,
paying close attention to a wide range of methods and techniques that are at
their disposal, and in selecting appropriate pedagogical tools that are
congruent with the linguistic needs of their students.
2.4 Adopting
Appropriate Textbooks
The Ministry of Education can play an
instrumental role in publishing textbooks that are written in accordance with
generative grammar and the structural method containing appropriate pictures
and graded exercises. Fortunately, there is a plethora of English as a Second
Language textbooks, making it relatively easier for educators and policy makers
in India to adopt appropriate textbooks taking into consideration the learner’s
level of proficiency and specific curricular objectives for the levels being
taught.
In addition, there are several different
handbooks that offer succinct and lucid explanations of the mechanics and
syntactic structures of the English language. These handbooks can be used as
ancillary material, especially for courses in academic writing and business
English.
2.5 Incorporating
Audio-visual Aids
In addition to focusing on content
rather than form, audio-visual aids should be used to help the learner advance
the basic linguistic skills. They provide practical solutions to the problems
of a language teachers whose sole equipment, as a rule, consists of nothing
more than textbooks and the classroom. There are several advantages of using
audio-visual aids in a language classroom:
Audio-visual aids help the learner
understand the English language by bringing her or him in direct contact with
objects and material artifacts, by bringing the distant things near, and by
bringing the world into the classroom. They help the learner appreciate the
subtle nuances of different linguistic systems and cultural values.
Audio-visual aids promote
remembering by involving the perceptual sense of the learners, by arousing the
learner’s curiosity, by making use of pictorial content, and by providing
varieties in teaching.
They make teaching effective by
creating situations for presentation and practice of language items and by
reducing dependence on the learner’s native language. In addition, audio-visual
aids help in formation of language habits by drills, repetition, and constant
practice, and they increase the learner’s experience of language by providing a
rich variety and better quality of instruction. These aids increase the
instructor’s efficiency by saving time and energy, and they provide recreation
to the learner.
Apparently, audio-visual aids play a
vital role in language teaching. Their primary function is semantic in that
they permit the learner to understand what s/he hears, to learn the situation
in which language forms are used, and to associate learning through repetition
and limitation. It should be noted though that audio-visual aids should only be
used as a catalyst to accelerate the learning process.
2.6 English
Language Examinations
One of the goals of a language teaching
institution is assessment. The learner’s tacit knowledge of the target language
is evaluated by administering an exam. It is important to note that a
subjective test is one where the marks depend upon the examiner’s opinion,
judgement or evaluation. It is, therefore, recommended that language schools in
India administer objective tests in which marks are gained or lost, as the case
may be, solely reference to the learner’s performance in such a way that all
examiners would agree on the apportioning of marks. Such tests, if they are
carefully linked with a teaching program, offer a simple, rapid, and effective
way of keeping a close check on teaching and learning.
Another important feature of
examinations is that they are by nature inflexible. Being related to an
educational system, they have an obligation to remain reasonably constant and
to change only when accompanied by necessary changes in the school’s teaching
method and curricula.
Yet another inescapable feature of
examinations is that they control teaching, whatever techniques and principles
may be developed for evaluating and contrasting language teaching which is
carried out in all but the best schools in a given area in India, and an
improved course syllabus can therefore only be effective if the examination
permits it to be so.
I recommend that tests of ability be
administered to measure features of performance which are known to correlate
closely with effective and rapid language learning. Furthermore, tests of
attainment should also be conducted because they are measurements of practical
performance. Last but not least, tests of progress are simply tests of
attainment “per-unit-time,” a measure of the difference in the attainment of an
individual at one moment and at a later.
2.7 Effective
Supervision
In order to teach English as a Second
Language effectively, teachers need a feedback mechanism, which enables them to
learn through trial and error. Effective language teaching is about showing the
learner how the language works by displaying, ordering, and adding to the
learner’s use of the second language, and teachers who succeed or fail in
accomplishing this task must be supervised on a regular basis. There are indeed
various methods of language teaching that are appropriate for any level of
proficiency at which the language teacher wishes to introduce them.
These can be related to the general
concept of ‘strata’ of linguistics, or more specially strata of grammar, of
lexis and so on, as the links which together make up the chain from academic
‘back-room’ linguistics at one end to classroom practice at the other.
The fist stratum is work on general
linguistic theory by linguists. The second stratum is the use of this theory to
describe actual languages. The third stratum is the description of a language
for the use of those who teach it. Fourth comes the textbook, the work that is
placed in the hands of the pupils themselves who are learning the language. The
fifth stratum, which could perhaps be subsumed under the previous one, is the
actual content of the classroom teaching: the methods by which the language
teacher displays the language at work, the features s/he selects to illustrate
and the type of language s/he uses to delineate both form and content.
Taken together, it can be said that the
language teacher plays an instrumental role in determining and influencing the
shape and form of learner language. It is, therefore, incumbent upon the
English language programs in India to develop a system of supervision whereby
the language teacher receives constructive criticism of her or his teaching
performance. This will obviously involve the painstaking task of training
individuals to supervise language teachers, but it is imperative that India
undertake the onerous responsibility to enhance the prevailing teaching
situation.
Conclusions
To conclude, the conditions under which
English is taught in India are not conducive to teaching and learning the
language. Courses are taught without specific curricular objectives; English
language teachers are not equipped with efficient pedagogical tools; most
English language teachers rely on obsolete teaching techniques; inappropriate
textbooks are chosen to teach English as a Second Language; language teaching
facilities are not equipped with audio-visual aids; the examination system is
erroneous, as it falls short of measuring attainment; and the education system
is lacking an observation and feedback mechanism.
It is recommended that the Ministry of
Education in India seriously consider designing English as a Second Language
courses with specific curricular objectives, paying close attention to the
proficiency levels of the students; training teachers to ensure that they are
well equipped for understanding the complicated process of second language
acquisition and for teaching the English language to the Indians; abandoning
the Translation Method and incorporating Content-based Instruction in language
teaching; adopting appropriate textbooks that link theory to application; using
audio-visual aids to enhance the vast amount of input and raise the learner’s
consciousness of the target language; administering tests that accurately
measure the learner’s performance behavior; and envisaging a feedback mechanism
that allows for professional development in a non-threatening, unobtrusive, and
collegial manner.
The contribution of applied linguistics
to a process that is primarily methodological in its nature is twofold. In the
first place, and pervading the whole task, applied linguistics provides both
the description of the second language and an understanding on the part of how
the components make up the whole of how the language functions. Secondly,
reference back to linguistic categories will ensure that in the planning of an
English language teaching program all aspects of language that are relevant to
the learner are included. This does not imply that phonology, graphology,
lexis, grammar and context need to be taught as separate levels: these are
linguistic categories, concepts for the description of language, not teaching
procedures. Besides there is compelling evidence that the more closely the
teaching items that fall within these categories are integrated and presented as
total language behavior in a real situation, the more effective the teaching
is.
Works Cited
Chomsky, N. (1957) Syntactic
Structures. MIT Press: Cambridge, MA, USA
Crystal, D. (2001) World Englishes.
Lecture given at the TESOL 2001 Convention, Malaysia
Mahboob, Ahmar
(2003) English Language Teacher Education in India. Paper presented at
TESOL 2003, 37th Annual Convention and Exposition. Baltimore, Maryland, March
25-29.
Winston, P. (2002) How to Speak. Lecture
given at The Derek Bok Center for Teaching and
Learning, Harvard University,
Cambridge, MA, USA
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