CONTENTS

Uait Topic Page

LANGUAGE AND SOCIETY 1

1:0 Introduction
Meaning of Language 2
1
1:2 Definitions Advanced for Language 3
1:3 Concept of Language u
1:3:01 Language is Arbitrary 5

1:3:02 Language is Social 6

1:3:03 Language is Symbolic 6

Language is Systematic 6
1:3:04
Nature 7
1:3:05 Language is Vocal in
Language is Non-Instinctive 7
1:3:06
Language is Productive 8
1:3:07
Language has Creativity 9
1:3:08
Language is Conventional 9
1:3:09
Classification of Languages 9
4
10
1:4:01 Universal Language
10
1:4:02 Standard Language
11
1:4:03 Official Language
11
1:4:04 Sister Languages
Vernacular Languages 11
1:4:05
International Auxiliary Language 12
1:4:06
Inter-language Mix 12
1:4:07
13
1:4:08 Constructed Language
13
1:4:09 Mother Tongue / First Language
14
1:4:10 State Language / Regional Language
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1:4:11 CONTENTS
Minority Language Page
1:4:12 Classical Languages Unlt
Topie
27
1:5 Support
Providing Needed Language
Functions of Language 14 1.7.05
Language
and Wntten
1:5:01 Developing Oral
Six Functions of Language as 14 1:8) 28
in the Classroom
Defined by Roman Jacobson 28
Oral/Spoken Language
1:5:01:1 Referential Function 1:8:01
in Oral Speech
29
Objectives of Training
1:5:01:2 Poetic Function
1:8:01:1
in the Classroom 30
Developing Spoken Language
1:8:01:2 33
1:5:01:3 Expressive or Affective Function
Written Language
17 1:8:02
1:5:01:4 Cognitive Function Spoken Language and
Differences Between
1:5:01:5 Courtesy Function
1:8:02:1 34
Written Language
17 in the Classroom
1:501:6 Meta-inguistic Reflexive Language
or
Function 1:8:02:2 Developing Written
1:6 Home Language and School 18 Practices at Various
Language 1:8:02:3 Written Language
36
1:6:01 First Language or Home Language 18 Levels of School
Education

37
1:6:01:1 18 Language and Culture
Charactenistics of First Language Acquisition 1:9 37
1:6:01:2 19 Culture
Significance of the First Language 1:9:01
38
Culture
1:6:02 Second Language/ School Language
20 1:9:02 Major Components of
38
1:6:02:1 21 1:9:02:1
Communication Components
English as a Second Language 39
1:6:02:2 21 1:9:02:2 Cognitive Components
Strategies in Teaching a Second
Language 40
1:7 22 1:9:02:3 Behavioural Components
Understanding the Language Background 41
of the Leamer 1:9:02:4 Material Components of Culture
24 41
1:7:01 Need for 1:9:03 Teaching the Culture
Linguistic Knowledge for Teachers 24 43
1:7:02 1:9:04 Knowledge about Inter-cultural Relations
Issues in the Learning of Second
Language 24 and Culture 44
1:7:03 Assessing the Needs of Second
1:9:05 Relationship Between Language
Conclusion 46
Language Learners 25 Review Questions 47
1:7:04
Fundamental Principles in Teaching a Language 25

(i) (ii)
 CONTENTS
CONTENTS
Unit Toplc Page
IN CLASSR0OM
Pane Topic
LANGUAGE DIVERSITY 71
Unlt
Methods of Communication
2:0 Introduction
Language and
2:5:01:2
2:1 Language and Meaning Diferences
Between 71
51 2:5:01:3
Communication
72
2:2 Language Acquisition
and Development 53 Language as
a School
Subject
74
2:2:01 Language Acquisition 2:5:02 Communication Tool
a
Language as
2:2:02 Theory of Pedagogy of Language 2:5:03
the Language
as a
Differences Between
2:2:03 Subject Skills 2:5:04
Main Communication
Tool 75
and as a
School Subject
Language and Curriculum and
2:2:04 57 Between Language Mastery
Relationship 76
2:2:05 Teaching Approaches in Language as 2:6
Subject Mastery
Subject: Genres and Tasks 76
58 Meaning of Mastery
Domains of Language as a Subject 2:6:01 77
2:2:06 One's Language Mastery
59 Meaning of
Acquisition of First and Second Language 2:6:02 77
23 61
2:6:03
Mastery in Subjects
2:3:01 Acquisition of First Language and Subject Mastery 78
61 Proficiency in Language
2:3:02 Acquisition of Second Language 2:6:04
and Proficiency
62 2:7 Mastery in the First Language
2:3:03 Similarities and Diferences between First and
in Other Subjects
79
Second Language Acquisition of those Students
64 2:7:01 Proficiency In Other Subjects
2:4 Using the First and Second languages in the Mother Tongue as
who Learn Through
Cassroom
67 First Language 82
2:4:01 Teacher's Use of First Language Students Peformance in Other Subjects when
68 2:7:02
2:4:02 Students' Use of First Language Mother Tongue is not the First Language 82
68
2:4:03 Using of Second Language in the Classroom 2:8 Mastery in the Second Language and
70
2:5 Differences Between Language as a School Proficiency in Other Subjects 83
Subject and Means of Communication 70 2:8:01 Meaning of Acquiring Mastery in the
:5:01 Communication Second Language 84
70
5:01:1 Meaning of Communication 70
2:8:02 Mastery in the Second Language and
Achievement in School Subjects 84
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 CONTENTS
Unit Topic CONTENTS
29 Understanding of Multinguaism in Classroom Pau Toplc
Page
Unit
Conclusion 110
in Classroom Discourse
Functioning of Teacher
Review Questions 3:5 in the Classroom
111
Oral Language
3:6 113
Oral Language Training
POSITION OF MOTHER TONGUE IN 3:6:01 113
Discussion as a Tool for Leaming
CLASSROOM INSTRUCTION Classroom
3:7 116
0 Classroom Questioning
3.0 Introduction Nature of
38 116
Position of Mother Tongue in Questionin9
31 3:8:01 116
of Questioning
Classroom Teaching 3:8:02
Use and Significance
91 Nature of Questioning During
3:1:01 Views of Different Educational Commissions in 3:8:03 117
Classroom Instruction
Free-India on Language Policy in Education
93 the
3:1:01:1 University Education Commission (1949) 3:8:04 Suggestions for Improving
Effectiveness of Questioning 119
93
3:1:012 Secondary Education Commission (1953) Control 121
94 Types of Questions and Teacher
3:9
3:1:013 Indian Education Commission (1966) 121
Types of Questions
95 3.9:01
3:1014 Recommendations of Vice- Chancellors 122
3:9:01:1
Simple Factual Questions
Conference Held in 1967
96 Higher Order Questions 123
3:9:01:2
3.1015 National Policy on Education (1986) 126
97 39:01:3 Probing Questions
3.2 Language Policy Folowed in Tamil Nadu
98 3:9:01:4 Divergent Questions 128
3:2:01 Tamil as the Medum of Instruction in Schools 99 3:9:01:5 Affective Questions 128
3:3 Communication Process in the Classroom
100 3:9:01:6 Structural Questions 128
3:3:01 Types of Classroom Communication
103 3:9:02 Using Appropriate Type of Questions and
3:302 Classroom Communication Methods
105 Teacher's Classroom Control 129
3:303 Bamiers in Classroom Communication Conclusion 131
107
3304
Making Classroom Communication Effective 107
Review Questions 132
34
Nature of Classroom Discourse
108
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 cONTENTS
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Unit
THE CURRICULUM
Pana Toplc
LANGUAGE ACROSS
Unlt
the
and
4:0
Introduction 134 4:6
Reading
Comprehension
Factors Affecting It
152
4:1 Two Approaches in Language Teaching
134 Reading
Comprehension
152
4:1:01 Language for Specific
Purpose in 135 4:6:01
Reading and
Hinder Reading
Comprehension 153
Factors Which
Education and Training 4:6:02 Comprehension
154
4:1:02 Content Based Instruction (C.B.I) 135 4:7
Developing Skills
of
156
for Specific Purpose 136 4:8
Theories of Language
157
4:2 Importance of 'Language Deficit Theory
Approach 4:8:01 159
131 Discontinuity Theory
Specific Purpose of Teaching English
as a 4.8.02 161
4:2:01 of Language
Educational Implications
Second Language 4:9
of
138 Understanding the
Nature of
4:3 Language for Specific Purpose Learning 40 Classroom Interaction
164
School Subjects Classroom Interaction 168
139 Strategies for Promoting
4:3:01 Language for the Specific Purpose of Learning 4:10:1
169
Conclusion
Social Studies 170
140 Review Questions
4:3:02 Language for Science Instruction
142
4:3:03 Using Language for the Specific Purpose of LANGUAGES RELATED ISSUES 172
N
Teaching Mathematics 172
145 5:0 Introduction
4:4 Medium of Instruction 146 173
51 Bilingualism
A:5 ACritical Review of Medium of Instruction 147
5:2 Multilingualism 174
4:5:01 Advantages of Learning through the
5:2:01 Problems Faced in Teaching English as a
Mother Tongue 149 Second Language for Bilingual
4:5:02 Views in Support of English Being the Multilingual Indian Children 175
Medium of Instruction 150 5:3 Challenges in Teaching Language in
5:03 Recommendations of Multicultural Classroom 177
New Education Policy (2016) 151 5:4 Nature of Reading Comprehension in the
Content Areas 178
LAC-2
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 CONTENTS CONTENTS
Page
Toplc Pan Topic
203
Unit
and Expository
Texts Unit LoueG6
5:4:01
Reading
Comprehension
179 Schema Theory losat 203
Area Reading 181 597 Meaning of 'Schema'
Strategy for
Content
203
203
in Schema
54:02 Skils for Wniting in 5:9:01
Development
and Changes
Developing
Wniting Cognitive 204
5:5 Special Content Areas
183 5:9:02
Assimilation 204
Oral Language in the 5:902:1
Strategies
for Developing
5:6 Leaning in the
Accommodation
205
Classroom that Promotes 5:9:02:2
Adaptation 206
Subject Areas 185 5:9:02:3
Organization 206
Content Ares
5:7 Reading in the 191 5:9:02:4
Elements in the Process of Reading Content Areas 5:10 Text Structures
5:7:01 Content Areas of Text-book by
5:7:01:1 Pre-reading Process Learning the 209
192 5:11 Meaningfully and
Understanding
Reading them 210
5:7:01:2
Reading Process 193 Content Areas of
the Text Book
5:11:01 Examining the
5:7:01:3 Post-reading Process 210
193 Strategies for Note-making
Areas: Social Science 5:11:02
5:7:02 Reading in the Content 210
Science and Mathematics 5:11:02:1 Meaning of Note-making
194 211
Nature of Text-Structure. 5:11:02:2 Method of Note-making
5:8 196 213
5:11:02:3 Note-taking Strategies
58:01 Expository and Narative Text Structures 196
Note Taking 217
5:8:01:1 Expository Text 196 5:11:03 Reading Strategies for
Narrative Text 5:11:04 Summarising 218
5:8:012 197
5:8:01:3 AComparison Between Expository Text and 5:11:04:1 Method of Summarising the Important ldeas
Narrative Text Contained in a Content Area of the Text 219
198
5:8:02 Transactional and Reflective Texts S12 Making Reading-Writing Connections 220
199
5:8:02:1 Transactional Text 5:12:01 Ways and Means of Enhancing
199
5.8.02.2 Reflective Text Reading-Writing Connection
200 221
5:8:02:3 A 5:13 Process of Writing
Comparison Between Transactional and 222
Reflective Texts 5:13:01 Steps Involved in the Process of Writing
201 223
5:13:01:1
Pre-writing or Preparatory stage 223
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5:13:01:2 Actual Writing or Preparing the Draft
223
5:13:01:3 Revising
5:13:01:4 Editing
224
5:13:01:5 Publishing the Final Draft
224
224
5:13:02 Role of Teachers in the Writing Process
5.14
226
Analysing Children's Writing to Understand
their Conceptions
228
5.15 Writing with a Sense of Purpose 229
5 16 Writing to Leam and understand 230
Conclusion 232
Review Questionss 233