Talati
model paper and Junior Clerk model paper 12
Input-rich
environments Input-rich communicational
environments are a prerequisite for language learning.
Languages are learned implicitly, by
comprehending and communicating messages, either through listening or reading
for meaning. We suggest a comprehensible input-rich curriculum that lays the
foundation for spontaneous language growth, with the understanding of spoken
and written language as precursors to language production (speech and writing).
We also suggest how literacy may be meaningfully integrated into such a
curriculum. We have already touched on the connection between literacy in
English and in other school languages; in this section, the twin perspectives
of multilingualism and language across the curriculum occur as recurrent
themes.
A number of
researchers (Prabhu 1987, Krashen 1985, Elley and Mangubhai 1983) have stressed
that language is acquired when attention is focused not on language form, but
on the meaning of messages. On this common ground stand such diverse
innovations as the Bangalore Project or Communicational Teaching Project
(Prabhu 1987), the Communicative Approach (Widdowson 1978), the Natural
Approach (Krashen and Terrell 1983), and the Whole Language movement. Moving specifically
into the area of literacy acquisition, a number of researchers have stressed
the need for a balance of explicit skills instruction and a strongly meaningful
language-learning environment (Adams 1990; Snow, Burns and Griffin 1998;
Stanovich 2000). The focus of literacy development needs to be both on skills
and meaning.
by shikshan jagat
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