ENGLISH Text-Book First Language STD 9,10,11,12
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 been an 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 once fundamental
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 (Sec. III.6).
Language
evaluation (Sec. III.7) need not be tied to “achievement” with respect to particular
syllabi, but must be reoriented to the measurement of language
proficiency. We discuss some ways of conducting ongoing
evaluation of language proficiency. National benchmarks for language
proficiency need to be evolved preliminary to designing a
set of optional English Language Tests that will balance curricular freedom
with the standardisation of evaluation that certification requires, and serve
to counter the current problem of English (along with mathematics) being a principal
reason for failure at Class X. A student may be allowed to “pass without
English” if an alternative route for English certification (and therefore
instruction) can be provided outside the regular school curriculum.
English Textbook – (First Language) ENGLISH MEDIUM STD 9 Click Here
English Textbook – (First Language) ENGLISH MEDIUM STD 10 Click Here
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