Police Model Paper Gujarat Police No 5
Complementing and
supplementing teacher inputs
“Talking Books” (cassette plus book) model
speech as well as reading for both the teacher and the learner. (CIEFL has some
experience in this regard.) This is an area where the nascent market
discourages quality private or capitalist initiatives; hence, state support is
necessary.
Prabhu (1987) describes a “task-based”
methodology that leads to the “negotiation of meaning” and “meaning-focused
activity” in the classroom.12 The “text” for language learning here is
teacher-talk; the teacher speaks in the classroom “in more or less the same way
as an adult (speaks) to a child” (op. cit.: 57). While this requires basic
linguistic competence in the teacher, note that it does not require a
specialist knowledge of grammar or literature. (As for the kind of English that
the teacher may speak, cf. Sec. IV.2 below, and Prabhu op. cit.: 98.)
Such approaches and methods need not be exclusive but may be mutually
supportive within a broad cognitive philosophy (incorporating Vygotskian,
Chomskyan, and Piagetian principles). For example, language growth might be
seen to require comprehensible output as well as comprehensible input;
learners’ grammar construction, claimed to be fundamentally implicit, may draw
on an explicit route where appropriate or necessary; and reading instruction
might include a phonic or a modified phonic approach along with a whole-word
approach (as we suggest below). The concept of a child’s readiness for
particular activities (for example,
reading) must guide classroom implementation of syllabus objectives. The
classroom, unlike the laboratory, needs to be an inclusive space, sensitive to
individual learning styles
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