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Content-cum-Pedagogy of English I

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Course Type Course Code No. Of Credits
Discipline Core SES101303 2

Course Coordinator and Team:                   SES Faculty

Email of course coordinator:                       pcbabed@aud.ac.in 

Pre-requisites:                                               No

Course Description:

This is the first in a series of pedagogy courses in English. The course has been designed to introduce English pedagogy in a wholistic manner. The content presents English language teaching and learning in the diverse linguistic, cultural and social context of our country. Since this is a course for second language pedagogy, the assumption is that students would already be fluent in their first language/mother tongue. India's language policy regarding English has evolved over time and is influenced by historical, social, political, and economic factors. English reflects a complex interplay of linguistic diversity, historical legacies, socio-economic factors, and aspirations for global engagement. The complex nature of language acquisition and the multilingual fabric of the country necessitates that English is taught keeping in mind the local context. The teacher has a critical role as a facilitator to enable students to construct their worldview and express themselves. 

Course Objectives:

  • To understand the nature, scope, meaning and functions of language and language teaching
  • To demonstrate an understanding of the theoretical historical/policy perspectives and the present scenario of the language,
  • To learn about the methods, approaches and materials used for teaching language.
  • To demonstrate an understanding of the different roles of language in communications,
  • To identify different children and their learning needs for the language learning

Course Outcomes:

  • Explain the nature, scope, meaning and functions of language,
  • Identify general concepts about principles and characteristics of language,
  • Demonstrate an understanding of the theoretical historical/policy perspectives and the present scenario of the language,
  • Discuss the aims and objectives of teaching language,
  • Demonstrate an understanding of the need for and importance of instructional planning,
  • Identify different children and their learning needs for the language learning,
  • Identify different skills of language and demonstrate them,
  • Demonstrate an understanding of different roles of language in communications,
  • Know the use of language in context such as grammar and vocabulary through story, poetry, etc.,
  • Learn about the methods, approaches and materials used for teaching language.
  1. Brief description of the modules:

Module 1: Nature and Scope of Language

The nature of language is a multifaceted and complex phenomenon that is central to human communication, cognition, and culture. It is primarily a symbolic system that enables humans to communicate meaning through a system of arbitrary signs, such as words, sounds, and gestures. These symbols represent concepts, objects, actions, and ideas, allowing individuals to convey and understand a wide range of information. This module will introduce students to the systematic structure of English at various levels, including phonology (sounds), morphology (word formation), syntax (sentence structure), semantics (meaning), and pragmatics (language use in context). These structural properties enable speakers to organize and convey information effectively.

Module 2: Language, education, inclusion and society

Language is inherently social and cultural, shaped by the interactions, conventions, and norms of linguistic communities. It serves not only as a means of communication but also as a vehicle for expressing identity, cultural values, beliefs, and social relationships. Language diversity reflects the richness and complexity of human societies worldwide. This module will discuss the use of English as intertwined with issues of power, privilege, and social status. In many contexts, proficiency in English is associated with social and economic opportunities, leading to disparities in access to education, employment, and resources based on linguistic ability. English can also be used as a tool of colonialism or cultural imperialism, influencing social hierarchies and power dynamics. The focus of this module will be on the role of English Language planning efforts that often intersect with broader socio-cultural goals related to identity, inclusion, and linguistic diversity.

Module 3 a: Approaches to pedagogy of language 

This module will focus on the pedagogy of the English language. Approaches to English literacy vary depending on cultural, educational, and socio-economic contexts. It will introduce approaches to teaching-learning of literacy, i.e., Phonics, Whole language and comprehensive/ Balanced approaches. It will introduce the skills of oral language, work-recognition, vocabulary fluency, comprehension and so on while focusing on ‘modeling’ as a key strategy for literacy. The module will pay attention to the social and cultural dimensions of literacy and emphasise the importance of context and cultural relevance in literacy instruction. It will also focus on encouraging students to question and challenge dominant narratives, perspectives, and power structures embedded in texts and to develop their own critical literacy skills.

Module 3b: Writing pedagogy in the classroom

 This module will focus on writing pedagogy. Writing instruction in the classroom should enable children to make connections with oral language, thinking and reading. Copying from the blackboard or textbooks or forms of rote learning do not enable children make sense of writing. It is important to enable children to write independently to take ownership of their writing. Strategies for teaching writing in the early grade include explicitly modeling the writing process by the teacher (use of space, punctuation, writing a story on the board after a trip or after reading a book), encouraging children to write their name, using sensory tools to practice letter writing (e.g., writing letters in sand, air, hand), writing about their experiences in their journals/notebooks, asking children to draw about an experience/object and write about it using invented or conventional spelling. Use 6-Traits of writing for informal assessment in the classroom is helpful. 

Assessment Plan

S.No

Assessment

Weightage

1

Lesson Plan

30%

2

Literacy Strategy

30%

3

Final

40%

Readings:

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