Talati
model paper and Junior Clerk model paper 9
along with other
Indian languages
(A)in regional-medium
schools: how can children’s other languages strengthen English
teaching/learning?
(B)
in English-medium schools: how can other Indian languages be valorised, reducing the perceived hegemony of
English?
in relation to
other subjects:
A language-across-the-curriculum perspective is perhaps of particular
relevance to primary education. Language is best acquired through different
meaning-making contexts, and hence all teaching is in a sense language
teaching. This perspective also captures the centrality of language in abstract
thought in secondary education; whereas in the initial stages contextual
meaning supports language use, at later stages meaning may be arrived at solely
through language. The aim of English teaching is the creation of multilinguals
who can enrich all our languages; this has been an abiding national vision. The
multilingual perspective also addresses concerns of language and culture, and
the pedagogical principle of moving from the known to the unknown.
Language acquisition inside and outside the
classroom
Second-language pedagogy, more than the
teaching of any other curricular subject, must meet the most stringent
criterion of universal success: the spontaneous and appropriate use of language
for at least everyday purposes. This is a feat achieved in one’s own
language(s) by every pre-school child (Chomsky 1975). It is this “minimum level
of proficiency” (which can, however, be shown to require a mental grammar of
remarkable sophistication, which allows for the comprehension and production of
language in “real time”) that the person on the street aspires to: “speak
English”, as against merely passing examinations in it, or knowing its grammar.7
by shikshan jagat
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