Talati model Paper of ICE Rajkot 100 Paper

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Language and Critical Thinking: Reference Skills, Grammar, and Rhetoric

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.

There is a persisting teacher concern that grammar is necessary for “accuracy” (as against “fluency”) in language. This presupposes that the learner has had enough exposure to the language to produce it with sufficient systematic city to allow the identification of recurrent errors.

The regional-language context

At present, the mother tongue enters the English class as a surreptitious intruder; teachers may “concurrently translate” and “explain” texts before dictating answers. It can be given its due place by being used for discussion and understanding along with an engagement with English. One illustration of this is in Prabhu (1987); the limits on the use of the mother tongue in the Bangalore Project were naturally set by the requirements of the task, which was input in English, and required responses in English; the mother tongue made the language comprehensible where necessary. Given a variety of inputs in English, and a genuine attempt to understand them, the mother tongue need not be an interloper but a resource. Krashen (1985: 94) points out that “(while) concurrent translation is not effective”, the use of two languages in the classroom can be “done in such a way as to provide comprehensible input in the target language, using the first language to provide background information”.

An understanding of what constitutes legitimate use of the mother tongue needs to be arrived at by the involvement of the teacher in the framing of vehicles for English teaching. There is a need to address the mindsets that teachers have on what levels of language mixing are legitimate. Some possibilities are:

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