Communicative Language Teaching in India
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This document summarizes a research paper on the application of communicative language teaching (CLT) in India. It discusses how CLT was introduced to English language teaching in India in the 1980s with a focus on functional language over literature. It also describes some challenges to implementing CLT in India, including large class sizes, heterogeneous students from varied educational backgrounds, and lack of infrastructure and learning resources. Overall, the document evaluates the efforts to adopt CLT in India but notes that student-centered learning and establishing a supportive environment remain important for students to gain confidence in using English.
Communicative Language Teaching in India
- 1. CLT IN INDIA A research TOPIC A research on CLT in India. GROUP PRESENTATION PRESENTED BY 1. Mizanur Rahman Babu 2. Md. Hassan 3. Fazle Rabbi Tuser 4. Imtiaz Ahmed 5. Ashraful Bashar 6. Md. Irfan
- 2. Title of the paper :The Application of C L T to Teaching English as a Second Language - An Assessment of Practice in India Researchers : Mr. N. Uttham Kumar Mrs. Priya Philip Ms. A. Kalaiselvi Publisher : International Journal of Humanities and Social Science Invention Date of publication: May, 2013 Retrieved from : www.ijhssi.org
- 3. An Overview 1.Origin 2.Learning by Doing 3.The Notion of Strategic Competence 4.Effective Communication in the Foreign Language
- 5. Advent of CLT in India The influencing factors • The globalization Process • The liberalization of economy • Political attitude towards the learning and use of English • A symbol of Social status and pride
- 6. Advent of CLT in India Continued The steps taken by India government I. Introduction of CLT in 1980 in the English Syllabus II. Emphasis on Functional language than Literature III. Introduction of Activity based learning
- 7. At the level of the Syllabus Introduction of learner-centered syllabus Emphasis on Need based and Task based learning Measuring success in terms of Fluency More practical and relevant
- 8. Methodology 1. LSRW skills i) trial and error method ii) integrating different skills 2. Instructional matters i) promoting communicative language ii) learning by doing iii) linguistic interactive competence
- 9. Methodology 3. Role of the teacher i) avoidance of chalk-talk lecture method ii)teaching the use of new strategies 4. Role of the student i) active learner ii) learner centered need and task based courses iii) responsible of their own learning
- 10. Theory • CLT is a theory not a methodology. • There is no uniform method of implementing it in classroom Teacher’s Role • CLT does not advocate the teacher as an epitome of knowledge to practice. • Teacher is a facilitator in CLT. • Teacher plays the role of a guide. • Teacher helps students to gather knowledge. • CLT considers teachers role as friend.
- 11. Student’s Role • Student is not a passive listener. • He or she is a part of communicative activities in the classroom. • Students need to take responsibility for their own language skill development. • Instructional materials: -”Learning by doing”.
- 12. Grammar-Deductive and Inductive • Indian traditional classroom- deductive approach CLT classroom-inductive approach. • According to (Rivers and Temperly,110), This is a traditional style of teaching where the grammatical structures or rules are dictated to the students first.” • CLT- prescriptive rules of grammar. • Inductive approach averts the problems of deductive approach • Students internalize the rules • Traditional style seeker students are disappointed
- 13. Grammar-Deductive and Inductive continued • In INDIA the importance of grammar is lost Infrastructure • Condition of classroom • At least 60 students per classroom hinders implementation. • Wide gap in the basic education of students from different socio-economic and cultural backgrounds. • Supportive interpersonal relationships are not achieved. • Thus successful CLT activities are obstructed.
- 14. • A learning atmosphere which gives a sense of security is mandatory • In a large classroom the implementation of two abovementioned factors are impossible Heterogeneous Classrooms • Practice of CLT is hindered by the lack of uniform language policy in INDIA. • Differences between students from English medium background and other non-English medium students. • 70% students are from rural background in Indian universities. • Rural and governmental schools are ill-equipped thus making the students inefficient. Infrastructure Continued • Absence of learning atmosphere • In a large classroom the implementation of two abovementioned factors are impossible Heterogeneous Classrooms • Lack of uniform language policy in INDIA. • Differences between students from English medium background and other non-English medium students. • 70% students are from rural background in Indian universities. • Rural and governmental schools are ill-equipped thus making the students inefficient.
- 15. Heterogeneous Classrooms Continued • Fourteen years long vs. ten years long English exposure . • These factors propel CLT teachers to bring out a balance by integrating the students from multiple backgrounds Conclusion • Success of CLT depends on learner’s gaining the confidence of really using the language. • A conducive learning environment has to be established. • Teacher-centered method must give way to learner- centered method.