PEDAGOGY OF ENGLISH

COMPLETE MARATHON
PART-1
LANGUAGE
• • It acts as a means of communication.

• • It is symbolic and dynamic.

• It is a structured and unique system.

• It is a form of social behaviour..

• It is a medium of instruction..

• It is a carrier of civilisation and culture.

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According to 'Michal West" "A language is not a subject which can be taught; it is a subject which must be learnt.“

Characteristics of language

(1) Language is means or vehicle for communicating ideas, thoughts, feelings, experiences and emotions

(2) Language is a verbal communication or verbal interaction of thoughts and ideas among the members of the society.

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3.Language is a system of communication consisting of sounds, words, and grammar.
4.Language is a learned behavior, acquired through social interaction and exposure to language use.
5.Language is symbolic, meaning that words and phrases represent abstract ideas, objects, and concepts.
6.Language is creative, allowing speakers to generate new sentences and expressions to convey new meanings.

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7.Language is rule-governed, meaning that it follows a set of agreed-upon conventions and structures.
8.Language is hierarchical, with larger units of meaning made up of smaller units of sound or meaning.
9.Language is diverse, with many different languages and dialects spoken around the world.

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 Nature of Language

• Language is Learnt
• Language is System
• The System of Language is Arbitrary
• Language is a System of Symbols
• Language Symbols are Vocal
• Language is Based on Common Cultural Experiences

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 Linguistic Principles

• In India English is taught both as a second language and as foreign language.

• The term 'second language' is used because it has become a lingua franca between speakers of widely diverse
languages.

• By English as a foreign language' is meant that English is taught as a school-subject or on a adult level solely for giving
student a foreign language competency.

• For both, it is essential for English teacher to teach in such a manner that desired goals can be achieved because, in the
words of Wren, "In the teaching of class-subjects the actual work of mind-training is being performed.

• In the early English lessons he (the teacher) is being the soil that it may be able to receive the seed." Therefore, a sound
knowledge of the principles of teaching English language is needed. Since these principles are fruitful for all foreign
language teaching.

• They are aptly called as general principles of foreign language teaching. Foreign language teachers must keep in mind
the following are the main linguistic principles

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1) Language is Learnt
2) Language is a System
3) Language is a System of Systems
4) Language is a System of Symbols
5) Symbols of Language are Arbitrary
6) Symbols of Language are Vocal
7) Language is Unique:
8) Language is for Communication
9) Language is Related to Culture:
10) Language is Ever Changing:
11) Language has its own Grammar
12) Language has its Sentence Structures
13) Language has Some Specific Rules:
14) Language has its own Vocabulary and Terminology
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 Functions of Language
(1) Expressive Function

(2) Informative Function

(3) Directive Function

(4) Interaction Function

(5) Communication Function

(6) Evolutionary Function

7) Preservation Function

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 Meaning and Definition of English Language

English is the only language which is known to the educated people all over the country and English is an international
language too. Therefore, for having interstate links and international links on the following matter we need the knowledge
of English:

(1) Trade
(2) Social affairs
(3) Administration and Management.

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 Importance of English as a Second Language

• English being an official language administration

• Being a language of the court

• Being a language of international trade and industry

• In social life:

• Being a window on the modern world:

• Being a link language

• Being a library language

• Being in education

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 Aims of Teaching English

Palmer's view on Aims of Teaching English has been endorsed by Thompson and Wyatt. According to them, there are four
aims of teaching English of Indian school children, viz.

(1) To understand spoken English.

(2) To speak English.
(3) To understand written English.
(4) To write English

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 Aims of Teaching English at Elementary Level or Primary Level/Stages

(1) To understand the names of parts of body when spoken.

(2) To understand English names of articles of daily uro.
(3) To understand the numbers when spoken.
(4) To understand and speak the English names of common domestic articles
(5) To understand, recognize and speak in English the alphabets and words of commonly used.

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(6) To understand and speak and write English the name of common names of animals, birds, clothes, colours, fruits and
vegetables and means of transport to which the child comes across in daily life..

(7) To understand, speak and write the names of relations.

(8) To understand and speak in simple English and solve the numerical sums of arithmetic and geometrical figures as well as
general scientific terms.

(9) To understand and speak in English sentences expressing the daily common needs and activities

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 Aims of Teaching English at the Junior Level/Stages

(1) To acquire reading ability and read the material with understanding that i appropriate for his level to understand English
when spoken. The standard of speech should approximate

(2) the native speaker's so that if a native speaker speaks English he should be able to understand it.

(3) To enable them to make simple sentences through English. He should be able to frame short and simple sentences to
express himself through speech and writing

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4) To acquire a limited vocabulary, which is enough

(5) To write legibly with correct spelling and using proper punctuation where necessary.

(6) To respond in English to directions, calls, greetings etc.

(7) To develop the ability to converse in English so that students acquire command spoken English.

(8) To speak English with correct pronunciation, stress and intonation

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Objectives of Teaching English The objectives of teaching of English in Indian students, according to Thompson and Wyatt, are
that Indian and pupil should not only understand English when it is spoken or written, but he should himself be able to speak
and write it. There are four objectives of teaching English in schools:

(1) The students should be able to understand the spoken language.

(2) They should be able to understand what they read.

(3) They should be able to speak language correctly with proper pronunciation.

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(4) They should be able to write it correctly. In short, to understand the spoken and written English, and to speak and write it
are the objectives of teaching English in our schools. With these aims in views, the task of an English teacher is to train the
hearing, reading, speaking and writing abilities of his pupils. This is the linguistic aim of teaching English

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 Objectives of Teaching English at Senior (Secondary) Level

(1) To understand English when spoken: His standard of speech should approximate the native speaker's so that if a native
speaker speaks English which is not above his level he should be able to understand it.

(2) To acquire reading ability and read the material that is appropriate for this level.

(3) To acquire a vocabulary, which though limited, is enough to help him in the use of the language that he makes.

(4) To have his aim fixed at the conversational English-a" it is used in speech. Our purpose in the beginning should be to help
the student acquire a command over spoken forms, colloquial or conversational English, rather than the text-book English.

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(5) To make simple statements through English. He should be able to frame short, simple sentences to express himself through
speech and writing.

(6) To speak with a pronunciation that is acceptable. He should acquire a command over the phonemes of the language and
speak English with proper stress and intonation.

(7) To write English legible and coherently using proper punctuation and capitals, where necessary and correct spelling. 18 To
use English when he has to respond to calls, requests, greetings, etc. when he has to do the same to others.

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 Abilities which Develop through these Objectives

1. Ability to Understand English: It includes following abilities:

(i) Ability to recognize English sounds without errors.

(ii) Ability to draw meaning from what is heard.

(iii) Ability to respond in action as reaction to hearing.

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2. Ability to Read English: It includes following abilities:

(i) Ability to read simple prose, poetry, story, articles with comprehension.

(ii) Ability to read simple sentences with understanding.

(iii) Ability to read aloud without losing the chain of thoughts.

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3. Ability to Speak English: It includes following abilities:

(i) Ability to pronounce with right intonation and stress.

(ii) Ability to respond in speech as reaction to hearing.

(iii) Ability to speak at normal speed, as pointed out by Findlay, "The standard to aim at is the power to understand ordinary
English speech spoken at normal speed."

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4. Ability to Write English: It includes following abilities:

(i) Ability to form letters

(ii) Ability to spell words

(iii) Ability to select right words

(iv) Ability to construct sentences, and

(v) Ability to, "write passage of a page or so of clear, well connected thought in correct language with every point relevant
to the topic they are writing about;"-P. Gurrey

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 BLOOM TAXONOMY
The Taxonomy of Educational Objectives, commonly known as Bloom's Taxonomy, was created by Benjamin
Bloom and his colleagues in the 1950s. It is a framework for categorizing educational goals and objectives into a
hierarchy of cognitive skills and knowledge. The original taxonomy had six categories, but a revised version was
later created that included a seventh category.
The categories in Bloom's Taxonomy are ordered from lower-order thinking skills to higher-order thinking skills.
The original six categories, in ascending order, are:

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1.Knowledge: This category includes recall or recognition of information, such as facts, terms, or concepts.

2.Comprehension: This category involves understanding the meaning of information, such as interpreting or
summarizing ideas. It requires the ability to translate or explain information.

3.Application: This category involves the ability to apply knowledge or concepts to solve problems or complete tasks.
It involves using information in new situations.

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4.Analysis: This category involves breaking down information into its component parts to better understand it. It requires
the ability to identify patterns, relationships, or causes and effects.

5.Synthesis: This category involves combining parts of information to create a new whole or generate an original idea. It
requires the ability to organize and structure information in a new way.

6.Evaluation: This category involves making judgments about the value or quality of information or ideas. It requires the
ability to compare and contrast information or ideas and make critical judgments.

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The revised version of Bloom's Taxonomy added a seventh category, in ascending order:

7.Creation: This category involves creating something new or original, such as designing a product or developing a new idea.
It requires the ability to use previous knowledge and skills to create something that is unique.

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AFFECTIVE DOMAIN (Krath wohl)

The affective domain deals with attitudes, values, emotions, and beliefs, and focuses on the development of learners'
affective skills and behaviors. The affective domain is particularly important for developing students' social and emotional
skills, as well as their ability to interact effectively with others.

The affective domain is divided into five levels or categories, which are arranged in ascending order of complexity:

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1.Receiving: This level involves the willingness to attend to stimuli, such as accepting feedback or listening to others' opinions.
It is the lowest level of the affective domain and requires minimal effort or involvement.

2.Responding: This level involves the willingness to respond to stimuli, such as actively participating in discussions or following
instructions. It requires a higher level of involvement and effort than the receiving level.

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3.Valuing: This level involves the internalization of values and beliefs, such as developing a personal code of ethics or
accepting cultural differences. It requires a deeper level of involvement and commitment than the previous levels.

4.Organizing: This level involves the integration of values and beliefs into a consistent and coherent philosophy, such
as developing a personal mission statement or creating a social action plan. It requires a high level of involvement
and commitment, as well as critical thinking and reflection.

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5.Characterizing: This level involves the internalization and integration of values and beliefs into one's behavior and identity,
such as consistently demonstrating ethical behavior or exhibiting compassion and empathy. It is the highest level of the
affective domain and requires a deep level of involvement, commitment, and self-awareness.

In summary, the affective domain of Bloom's Taxonomy focuses on the development of learners' attitudes, values, and
emotions, and involves five levels of increasing complexity: receiving, responding, valuing, organizing, and characterizing.
Incorporating the affective domain into teaching and learning can help promote students' social and emotional learning, as well
as their ability to interact effectively with others.

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