Bin Sachivalaya Model Paper Part 01

Bin Sachivalaya Model Paper Part 01

Systems for support and delivery of comprehensible input

    We have described in some detail the activities and materials that promote language growth in the early years because in the absence of these the early introduction of English will fail to achieve its purpose. This section, in conjunction with those on multilingualism, teacher preparation, and evaluation, provides a basis for affirmative-action interventions in schools where neither teacher proficiency nor the environment are sufficiently supportive for English acquisition. The aim should be to identify delivery systems for comprehensible inputs to the child, whether in the classroom or outside it; for example, the school can serve as a community resource centre for children after school hours. The current emphasis on “remediation” should yield to such supportive interventions as will ensure a baseline of success; when the majority of children appear to require “remediation”, it is clearly the system itself that requires it. Currently, teachers and schools tend to complain about the home background of the child not being sufficiently supportive; instead the onus should be on the system to provide the requisite support to disadvantaged learners.

    Lexical knowledge is now acknowledged to be central to communicative competence and the acquisition and development of a second language. Even in a first language, “ . . . whereas the grammar of a language is largely in place by the time a child is 10 years old . . . , vocabulary continues to be learned throughout one’s lifetime” (Schmitt 2000: 4). The foundation for vocabulary development and writing at later levels is through reading extensively with comprehension and interest.

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