TAT Higher Secondary Exam Date Declar

TAT Higher secondary exam date declar

28/10/2018 Sonday
Time 12:00 To 3:00

                     English in India is a global language in a multilingual country (Sec. I). A variety and range of English-teaching situations prevail here owing to the twin factors of teacher proficiency in English and pupils’ exposure to English outside school. The level of introduction of English is now a matter of political response to people’s aspirations rather than an academic or feasibility issue. While endorsing prevailing academic opinion for a later but more effective introduction of English (supporting this with an assessment of the “critical period” or “sensitive window” hypothesis in Sec. IV.1), we also respond to current realities by describing what is achievable in given situations,supplemented with affirmative-action interventions where necessary (Sec. III.2.)

                The goals for a language curriculum (Sec. II) are twofold: attainment of a basic proficiency, such as is acquired in natural language learning, and the development of language into an instrument for abstract thought and knowledge acquisition through, for example, literacy. This argues for an across-the-curriculum approach that breaks down the barriers between English and other subjects, and other Indian languages. At the initial stages, English may be one of the languages for learning activities that create the child’s awareness of the world; at later stages, all learning happens through language. Higher-order linguistic skills generalise across languages; reading, for example, is a transferable skill. Improving it in one language improves it in others, while mother-tongue reading failure adversely affects second-language reading. English does not stand alone. The aim of English teaching is the creation of multilinguals who can enrich all our languages; this has beenan abiding national vision (Sec. III.4).

              Input-rich communicational environments are a prerequisite for language learning (Sec.III). Inputs include textbooks, learner-chosen texts, and class libraries allowing for a variety of genres: print (for example, Big Books for young learners); parallel books and materials in more than one language; media support (learner magazines/newspaper columns, radio/audio cassettes); and “authentic” materials. The language environment of disadvantaged learners needs to be enriched by developing schools into community learning centres. A variety of successful innovations exist whose generalisability needs exploration and encouragement. Approaches and methods need not be exclusive but may be mutually supportive within a broad cognitive philosophy (incorporating Vygotskian, Chomskyan, and Piagetian principles). Higher-order skills (including literary appreciation and the role of language in gendering) can be developed oncefundamental competencies are ensured.

          Teacher education needs to be ongoing and onsite (through formal or informal support systems), as well as preparatory. Proficiency and professional awareness are equally to be promoted, the latter imparted, where necessary, through the teachers’ own languages.