Talati model paper and Junior Clerk model paper 13

Talati model paper and Junior Clerk model paper 13

Input-rich environments Input-rich communicational environments are a prerequisite for language learning.

The role of meaningful language exposure or “input” for the mind to work on is acknowledged by all cognitive theories of learning and language learning (as opposed to behaviourist theories of learning as habit formation). The “burden of languages” (as of all education) is the burden of incomprehension. This happens when language is taught for its own sake as a set of forms or rules, and not introduced as the carrier of coherent textual meaning; it becomes another “subject” to be passed.⁸

The question is how the learner can receive meaningful language input that is appropriate to her or his age and knowledge of language or readiness for language skills, given the variety and range of English-learning situations in India. Such input must be provided at least in the classroom, but can also be made available to learners at their own initiative, in a variety of ways; the class and its teacher need not be a limiting factor to learning. The language environment of disadvantaged learners needs to be enriched in particular ways. Many successful innovations in this regard exist in this country; their generalisability beyond their immediate locales needs exploration and encouragement, for example, Interactive Radio Instruction, the Task-based Communicational Approach, and the Whole Language narrative programmes. We describe such success stories below.

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by shikshan jagat