Bin-Sachivalaya Model Paper Part 03
English at later levels: Higher-order skills Vocabulary, reading, and literature
Traditionally, language-learning materials beyond the initial stages have been sourced from literature: prose, fiction, and poetry. While there is a trend for inclusion of a wider range of more contemporary and authentic texts (due both to a functional orientation of the language curriculum and a broader definition of what constitutes literature), accessible and culturally appropriate pieces of literature continue to play a pivotal role; most children think of the English class as a place in which to read stories. The use of language to develop the imagination is a major aim of later language study. Provision may in addition be made in the curriculum for the optional study of literatures in English: British, American, and literatures in translation: Indian, Commonwealth, European, and so on. Simultaneously, an English for Specific Purposes (ESP) approach can be adopted where necessary and feasible. (Formulaic uses of language, such as in tourists’ phrase books, do not presuppose any systematic or spontaneous knowledge of the language, and are excluded from our purview.) These approaches will serve as precursors of specialisations to follow in the study of language at the undergraduate level.
Language and Critical Thinking: Reference
Skills, Grammar, and Rhetoric
Pupils’ introduction to writing at later
stages could be through such authentic tasks as letter writing for people in
their locality who need a scribe, and letter writing to other children (we may
think of inter-school programmes to promote this activity), or to others in
society who volunteer to correspond with the child. Emphasis must be laid on
study skills: note-making, note-taking, and reference skills; and spoken and
written communication skills: public speaking, interviewing, and debating,
rather than on writing essays on well-worn topics. Exposure may be attempted to
well-known speeches, and the structure of arguments (whether logical or
emotional) may be analysed.
Grammar can be
introduced after basic linguistic competence is acquired, as a means of
reflecting on academic language and an intellectually interesting activity in
its own right. Some grammar is in any case necessary for the ability to meaningfully
make use of dictionary entries, as learner-dictionaries now incorporate a fair
amount of “grammar” and usage as notes and in their coding. Grammar is not a
route for developing primary or usable knowledge of language,16 but
it can serve as a tool for increasing the language repertoire and for
understanding the construction of text “rhetoric” and argumentation.
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BIN-SACHIVALAYA MODEL PAPER PART 02
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