Learning and teaching English
THE process of developing students' proficiency positively prevails in the communicative approach. For example at the primary level, grammar-translation method has been introduced to develop students' grammatical foundation, sense of parts of speech, tense, sentence, structure development etc.
From class VI to class XII, there has been communicative approach introduced for students' implicit learning. Even at tertiary level, e.g. the degree level as well as honours level, a compulsory English course has been provided. The course mainly attempts at developing students' proficiency in the language components -- reading, writing, speaking and listening. In its writing section function of words, transformation of sentence and other grammatical elements are also provided.
For HSC English, right forms of verbs, writing correct/true answers etc. are originally based on students' grammatical proficiency. Transformation of words and sentences are also well designed in the exercise of most of the lessons of most of the units of the text book. Summary, paragraph (as per sequence or hints), report, dialogue and story writing are also based on grammar. Grammatical knowledge is essential to write these items correctly. Grammatical items are not absent in the SSC and HSC level, only one has to pay attention to.
Communicative English is a modern approach in which a way of spontaneous learning is implied. It is the most remarkable characteristic of communicative English that in this process students are encouraged highly to practice four basic skills of language -- reading, writing, speaking, and listening, finally without paying heed to grammar in a natural and subconscious process as it often occurs in the case of first language of every nation. And after developing the proficiency on four skills, learners must have to correct the grammatical production of the language while using the skills in various social situations. In both texts of SSC and HSC level there are certain grammatical exercise options kept in box at the end of almost every lesson of every unit which are to be marked and taught by the class teachers. And these are indeed instructed for the teachers to implement among the students.
But, perhaps due to commercial attitude, irresponsibility, inefficiency etc. the teachers don't involve the students with the instructed grammatical items for practicing and developing grammatical proficiency. Since our teachers' mindset and teaching are still based on traditional methods and thinking, it seems still not well sensed or realized that there are certain grammatical presence in the communicative approach. For this reason, along with the communicative approach the traditional grammar has already been introduced in the syllabus of class VIII, IX and X.
Another problem is that the questions are not unpredictable because viewing the
minimum suggested/selected items of composition students are able to answer in the exam hall. Even the items of seen/unseen comprehension which is an integral part of communicative approach, also come common to the students while taking part in examination with very minimum reading. At the same time teachers are very much liberal in examining and marking the answer scripts which should considerably be maintained by the teachers. Questions should also be unpredictable so that students' real proficiency or development of creative faculty of mind can be really ensured.
A degree oriented course on English language or Diploma in English for a period of minimum one year may be arranged under a special project like SSISIP, TQI, FSSFP by the patronisation and supervision of the government to teach English language to the teachers of the rural primary and secondary schools. Expansion and modernisation of ELTIP may serve the purpose.
The degree oriented course on English language should be designed in such a way that it ensures skill development of the teachers on communicative English through grammar-translation method. Experts on English language may be assigned to determine the area of the course as per the need of the primary, secondary and HSC level. The course may also be divided into four or five semesters. The participant will have to show efficiency in each semester to obtain the degree. In the case of English language teaching, importance should be given to the primary level as it is the foundation of our learners and primary teachers should also be trained up through this course.
Proper environment of English teaching and learning may be created by recruiting efficient trainers to equip the school teachers with special mind-set and modern English approach. TT Colleges and PTIs may be used as venue to conduct the course and minimum five to ten teachers may be recruited for each institute with attractive terms and conditions of their services.
Teachers below forty years of age from primary and secondary level will be invited to participate in the course through an admission test compulsorily. At the same time unemployed graduate or masters degree holders may complete the course to obtain the degree on English. This degree may be one of the important criteria in the recruitment process of the teachers at both primary and secondary level.
Minimum three teachers with this degree may be determined as the vital condition for academic recognition of the schools by the Education Board. Through this teachers will be encouraged to obtain the degree at their own cost and the school authority will feel interested to support them in all respects.
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