Language Education: Teaching English in India

✍ Scribed by Nishevita Jayendran, Anusha Ramanathan, Surbhi Nagpal

• Publisher: Routledge
• Year: 2021
• Tongue: English
• Leaves: 232
• Series: Principles-Based Adaptive Teaching
• Category: Library

✦ Table of Contents

Cover
Half Title
Series Page
Title Page
Copyright Page
Dedication
Table of Contents
List of figures
List of tables
Series editors’ note
Foreword
Acknowledgements
Abbreviations
Introduction
Chapter 1: The notion of language: An overview
What is language?
Language and structure
Language and symbolisation
Language and representation
Language and culture
Language and literacy
Exercises
References
Chapter 2: Language and policy: English studies in India
English in India: A historical overview
National education policies: Teaching Indian languages and English in India
Postcoloniality, globalisation and English studies
Multilingualism and World Englishes: The question of standardisation in the teaching of English in India
Language and power: World Englishes, dialects and standardisation in the classroom
Teaching English for (critical) literacy, communication and academic purposes
Exercises
References
Chapter 3: Language acquisition and language learning: An overview
Why English?
Language learning versus language acquisition
Nature or nurture
Linguistic determinism or linguistic relativity
The input hypothesis
Competence and performance
The role of medium of instruction and examination
Intercultural competence
Universal design principles for learning
TPD for language acquisition and language learning
Exercises
References
Chapter 4: Perspectives and approaches to language and literacy
Literacy and language education
What is literacy?
Reading, writing and critical literacy
Oracy and literacy: Listening and speaking
Multimedia and multimodality in literacy studies
Balancing pedagogy and content knowledge (PCK)
TPD for literacy and language education
Exercises
References
Chapter 5: Teaching of language – I (communicative English)
Introduction
Different approaches to language teaching
CLT in the classroom
Task-based language teaching (TBLT)
The role of the teacher in the Postmethod era
The role of the teacher: New technologies and materials
Exercises
References
Chapter 6: Teaching of language – II (language through literature)
Teaching RWLS skills for critical literacy
Teaching vocabulary for critical literacy
Teaching grammar for critical literacy
Discourse-based language teaching
Teaching rhetorical modes of communication
The role of the teacher
Exercises
References
Chapter 7: Teaching literature: Fiction, poetry and drama
Literature: Definition, purpose and value
Teaching literature and critical literacy
Teaching and reading for literary appreciation
Understanding and teaching fiction
Story versus plot
Beginnings and endings
Time
Characterisation
Voice and perspective
Literary devices
Understanding and teaching poetry
Imagery
Diction and syntax
Rhyme and rhythm
Understanding and teaching drama
Mythos
Ethos
Dianoia
Lexis
Opsis
Melos
Materials design, lesson plans and assessments: Fiction, poetry and drama
Teaching interpretation and critique
The importance of interpretation and critique
The work
The audience
The artist/author
The universe
Interpretation for critical and cultural literacy
Exercises
References
Chapter 8: Assessment and evaluation for language and literature
Criteria of assessment
Assessment and evaluation
Assessment
Why assessment? What are its concerns?
Why study tools for assessment?
Reliability and validity in assessment
The role of the teacher
Exercises
Note
References
Postscript
Further reading
Index