Loading...
Teaching-Learning methods of the English Component in IGNOU’s Postgraduate Certificate in the Professional Development of Teachers
Citations
Altmetric:
Abstract
The policies of schools in India lay emphasis on a one year pre-service programme e.g. (B.Ed) as the
only training programme that is made mandatory for teachers that is believed to fully equip them with
knowledge and skill that they have to apply in their entire teaching career. //
Other subject-based intervention programmes that are conducted by the government and private
institutions are of short duration (one day to one month). In the case of English they concentrate on
monolingual Anglo centric assumptions and does not provide an indigenous model that would truly
integrate it with plurilingual and pluricultural community in which it would function. //
Most teacher-training programmes do not include learner factors in second language acquisition in
India. There is a well researched area (see Agnihotri etal. 1998 for State of Art in this area) where it
says that affective factors such as motivation, intelligence, aptitude as well as sociolinguistic factors
such as parental background, medium of instruction in schools, gender and age help a learner acquire
second language. The major pitfalls of teacher training programmes is that they do not have any
research based understanding of the learner. The grammar taught to learners is sentence based
without including the discourse perspective. // Paper ID 346
Subject
Country
India
Region
Asia
DOI
Collections
Files
Link
Date
2008
Author
ORCID
Corporate Author
Editor
Publisher
Commonwealth of Learning (COL)