Pedagogy of School Subject English Method

COURSE 3/1 –PEDAGOGY OF A SCHOOL SUBJECT
ENGLISH METHOD
Unit 1a) Nature of Language
Language is derived from the Latin word `lingua’ which means `tongue.’
The nature of language is as follows:
1. Language is learnt
2. Language is a system
3. Language is also a system of
4. Language consists of symbols
5. Symbols of language are vocal
6. Symbols of language are Arbitrary
7. Language is culture/ society specific
8. Language is species specific
9. Language is for communication
Language – gender, class and power
Language & Gender
Jennifer Coates outlined the historical range of approaches to gendered speech in her book Women,
Men and Language. She contrasts the four approaches known as the deficit, dominance, difference,
and dynamic approaches.
Deficit Approach – Chief Proponent - Robin Lakoff
Women’s language appears deficient to a man’s language. It is characterized by speaking less, use
indirect language, not use swear words etc.
Dominance Approach – Chief Proponent(s) – Dale Spender, Pamela Fishman, Don Zimmerman
and Candace West.
In mixed-sex conversations men are more likely to interrupt than women. It was later questioned,
"Why do interruptions necessarily reflect dominance? Can interruptions not arise from other
sources? Do some interruptions not reflect interest and involvement?"
Generally it can be said that men interrupt more, give direct orders, don’t mind conflict, are
interested in facts and offer more solutions while Women agree more, avoid conflicts, prefer
compromises, offer support and sympathy and want to create strong relationships.
Difference Theory – Chief proponent Deborah Tannen - You Just Don’t Understand: Women and
Men in Conversation.
English Method Notes (2015-16)- PCER Chembur Page 1

Difference theory as postulated by Tannen is generally summarised into six categories, each of
which pairs a contrasting use of language by males and females.
 Status vs. Support.

 Independence vs. Intimacy.
 Advice vs Understanding
 Information vs. Feelings
 Orders vs. Proposals
 Conflict vs. Compromise.
Dynamic /Theory/ Approach -
The "dynamic" or "social constructionist" approach describes, the most current approach to language
and gender. Instead of speech falling into a natural gendered category, the dynamic nature and
multiple factors of an interaction help a socially appropriate gendered construct.
Language and Class and Power

The internal differences of the human society is reflected in their language and the difference is
easily reflected when one comes from different social classes.
English has always been considered to be a language of the people in Power. This comes from the
coercive power of English (where the best jobs were kept in abeyance for those who had studied the
English language) and the collaborative power of English as some jobs are more suited to those
whose English is good.
Differences in social class and power can be seen in:
 Use of Pauses
 Accent
 Use of vocabulary and grammar
 Pronunciation of words
Unit 1 b ii) Multilingual classrooms

India is a multi-lingual country and the 1971 Census recorded a total of 1,652 languages belonging to
five different language families in this country. Over 87 languages are used in the print media, 71
languages are used on the radio, and the administration of the country is conducted in 13 different
languages. Yet one notices that 47 languages are used as the media of instruction in schools and may
have still dropped down further.
Teacher’s role in a multi-lingual classroom
• Attitude-positive
• Keeping the learner in the centre and her needs
• Teaching methods should be creative so as to suit the learners

• Teaching materials should be interesting
• Know the languages of the students
• Using code switching and code mixing in the class
Unit 1 b iii) Multicultural awareness and language teaching
Multicultural education is an educational philosophy that focuses on celebrating cultural

differences while also recognizing the importance of challenging all forms of discrimination based
on race, gender, age, religion, ability or sexual orientation.
“Multicultural education incorporates the idea that all students – regardless of their gender; sexual
orientation; social class; and ethnic, racial, or cultural characteristics – should have an equal
opportunity to learn in school” -James Banks and Cherry Banks.
Banks discusses three groups of approaches for multi-cultural education
 The Curriculum/ Contributions Approach: This approach reflects the least amount of
involvement in multicultural education approaches. This is incorporated by selecting books
and activities that celebrate holidays, heroes, and special events from various cultures.
 The Additive Approach: In this approach content, concepts, themes, and perspectives are
added to the curriculum without changing its basic structure.
 The Inter-group Education Approach: This approach actually changes the structure of the
curriculum and encourages students to view concepts, issues, themes, and problems from
several ethnic perspectives and points of view.
Unit 1c) Language& School
Unit 1c i) Difference between language as a school subject and as a means of learning and
communication
Focus Area Language as a school Subject Language as a means of

learning and communication
Objectives of • To teach grammar and structures of • To develop language
teaching English for communicative and
• To teach content of the subject like functional purposes
prose, poetry, literary novels,
dramas etc.
Syllabus • Well structured • Functional
• Top down orientation • Process-driven and
• Decisions made by the syllabus • procedural syllabus
maker
Content • Grammar • Tasks
• Vocabulary • Activities
• Reading • Integrated use of
• Writing language skills
• Texts - Prose, poetry, workbook

Methodology of • Teacher oriented • Learner oriented-
teaching • Form focused, content focused and Interactional and
product oriented learner centred
• Function oriented,
process oriented and
learner oriented
Focus of • Testing the product of the language • Testing the process of

Examination the language
Unit 1 c ii) Concept of language registers
We use the term ‘register’ to refer to particular varieties or styles of speaking and writing a language.
Registers vary because the language is used for different purposes, in different contexts and for
different audiences.
In one prominent model, Martin Joos (1961) describes five styles in spoken English:
Frozen: Also referred to as static register. Printed unchanging language, such as Biblical quotations,
often contains archaisms. Examples are the Pledge of Allegiance of the United States of America and
other "static" vocalizations that are recited in a ritualistic monotone. The wording is exactly the same
every time it is spoken. Other examples would be the Indian National Pledge, the preamble, some
legal documents etc.
Formal: One-way participation; no interruption; technical vocabulary or exact definitions are

important; includes presentations or introductions between strangers.
Consultative: Two-way participation; background information is provided – prior knowledge is not

assumed. "Back-channel behaviour" such as "uh huh", "I see", etc. is common. Interruptions are
allowed. Examples include teacher/student, doctor/patient, expert/apprentice, etc.
Casual: In-group friends and acquaintances; no background information

provided; ellipsis and slang common; interruptions common. This is common among friends in a
social setting.
Intimate: Non-public; intonation more important than wording or grammar; private vocabulary.
Also includes non-verbal messages. This is most common among family members and close friends.
Unit 1 c iii) Place of English in school curriculum
The three-language formula suggested by the Central Advisory Board of Education reviewed by the
chief ministers of different States in 1961and later modified by the Kothari Commission (1964–66)
seeks to accommodate, as Sridhar says, the interests of group identity (mother tongues and regional
languages), national pride and unity (Hindi), and administrative efficiency and technological
progress (English).

The ground Reality today is that
Mother tongue and regional language of the child may not be the same.
o Issues related to mother tongue education-weapon to be used against domination by Hindi or

the English knowing elite.
o Upper and middle class recognise the significance of English as upward mobility, social
status and opportunity.
o Lower strata of society also want English education for their children
o Mushrooming of English schools.
o Decline of schools with regional language as medium of instruction
Thus on one hand, demand of English has increased the quality of English language education in the
state-run schools, more particularly in rural schools, presents an abysmal picture. The divide between
urban and rural is further exacerbated by the increasing tendency to use English as a medium of
instruction.

ENGLISH METHOD
Unit 2 a) Aims and objectives of teaching English at secondary and higher secondary levels
The aims of education are not achieved through the study of a subject or two or in a day or a month.
Education is a life-long process and it includes the entire spectrum of subjects taught in educational
institution through formal as well as non-formal education. The study of all the subjects contribute to
the achievement of aims of education and therefore in any scheme of teaching a subject it aims and
objectives are of prime importance.
Objectives of teaching English
Broadly there are two broad objectives of English teaching. They are
1. Literacy development – refer to those aims where the child is literate in English i.e has the
basic skills in comprehending, speaking, reading and writing the language.
2. Literary or Language development – where the student is taught to use the language as a
medium of thinking, of functional use and develop a love for the language.
The following are the main objectives of teaching English at secondary level.
• To develop knowledge and understanding of Grammar.

• To develop abilities to make use of the grammar in own writing English.
• To understand the meaning of English passage.
• To develop interest in reading English passages/ literatures.
• To develop self-study habit.
• To enhance competencies in writing essays and gist of the passage in own words/ language.
• To develop their insight and favourable attitude towards English language.
• To developing the understanding about rules of grammar and their use in writing English.
Following are the aims and objectives of teaching English at Higher secondary level
• To motivate students for more studying English language.

• To encourage for composing poems and writing essay.
• To develop the ability for grasping the theme of poem or English passage.
• To encourage the students for writing the meaning or theme of poem or passage in their own
words.
• To develop the ability of appreciation of ideas and criticizing the thinking.
• To develop the creativity of the students related to verbal ability and reasoning or fluency of
language.
• To develop the ability of understanding of other school subjects.
• To develop the mastery of language for expressing his ideas, feelings and experiences.

• To develop the ability of evaluation and analysis of language components.
• To develop the values, moral and character of the students.
Unit 2 b i) Palmer’s Principles of Language Study
Harold E. Palmer (1877-1949) has been identified as a leading figure in the twentieth century
history of English language teaching and is considered one of the pioneers in the development
of applied English linguistics.
The Principles of Language Study were explained by Palmer in his 1921 book by the same
name. They are as follows:
1. Imitation
2. Maxim of teaching
3. Practice and Drill
4. Oral approach
5. Selection and Grading : In the learning of a language items should be based on the
following principles:
(a) Frequency or occasionality
(b) Range or applicability
(c) Availability of teaching aids
(d) Teachability
(e) Learnability
6. Interest or Motivation:
7. Natural way of teaching a language:
8. Grouping: It means putting language items in order of their presentation. It involves
grouping and sequencing.
 Grouping: This can be done in various ways.
(a) Phonetic grouping
(b) Grammatical grouping
(c) Semantic grouping
(d) Structure Grouping
 Sequence : This can be of two types
a) Lexical Sequence
b) Grammatical Sequence
9. Context and Situation
10. Adoption of a Multiple-line of Approach
11. Balanced Approach:
Mnemonic – IMPOSING CAB

Unit 2 b ii) Correlation in English
Knowledge is a unified whole and has been divided into various subjects according to our
convenience. One finds that no topic belongs to any one particular subject, per se and that no
subject can be taught in isolation. This mutual relationship which exists between the various
subjects is known as correlation. Teachers must strive for some degree of correlation as this
makes the teaching-learning process easier.
Types of Correlation
I. Inter (Correlation of English with Maths, Science, Geography, History, Economics
and Commerce). This is also known as External Correlation.
II. Intra (Correlation between Prose, Poetry, Grammar and Composition). This is also
known as Internal Correlation
Unit 2 c) - Maxims of Teaching
1. Proceed from the known to the unknown

2. Proceed from Simple to Complex
3. Proceed from the Concrete to Abstract
4. Proceed from Particular to General
5. Proceed from Whole to Part
6. 6 Proceed from Psychological to Logical

ENGLISH METHOD
Unit 3 a) CONSTRUCTIVIST APPROACH
Concept
Constructivism is a view of learning based on the belief that knowledge isn't a thing that can be
simply given by the teacher at the front of the room to students in their desks. Rather, knowledge is
constructed by learners through an active, mental process of development, that is, that learners are
the builders and creators of meaning and knowledge.
Constructivism draws on the work of Piaget (1977) and Vygotsky and Bruner. Psychologists define
constructivism by reference to four principles:
1. Learning, in an important way, depends on what we already know.
2. New ideas occur as we adapt and change our old ideas.
3. Learning involves inventing ideas rather than mechanically accumulating facts.
4. Meaningful learning occurs through rethinking old ideas and coming to new conclusions
about new ideas which conflict with our old ideas.
The 7 Es of Constructivism
 Elicit from the Learner
 Engage the Learner
 Explore the Concepts
 Explain the concept and define the terms
 Elaborate the concept/ lesson
 Evaluate the Learner’s knowledge
 Extend the Learner’s knowledge
Merits of the Constructivist Approach
 Effective for students who learn better in a hands-on environment.
 Caters to the students' prior knowledge, encourages teachers to spend more time on the
students' favourite topics and allows teachers to focus on important and relevant information.

 Helps students learn social skills, support each other's learning process and value each
other's opinion and input.
 Allow adults to play an active role in the discovery of new information.
 Creates a sense of ownership.
Role of a teacher in a Constructivist Classroom
A constructivist classroom has the following characteristics:
According to Audrey Gray, the characteristics of a constructivist classroom are as follows:
 the learners are actively involved
 the environment is democratic
 the activities are interactive and student-centered
 the teacher facilitates a process of learning in which students are encouraged to be

responsible and autonomous
Unit 3b) COMMUNICATIVE APPROACH
Concept
The communicative approach is based on the idea that learning language successfully comes through
having to communicate real meaning. When learners are involved in real communication, their
natural strategies for language acquisition will be used, and this will allow them to learn to use the
language. Real communication is always informative, unpredictable and unexpected.
Principles of Communicative Approach
 Communicative Lessons are Task oriented
 Communicative Lessons are Need based
 Communicative Lessons are Learner-Centred
 Communicative Lessons are Contextualised
 Communicative Lessons are Authentic
Merits of Communicative Approach
 It leads to meaningful use of language by the learner.
 Accuracy and fluency in the use of language by the learners

 Leads to language, situation and life mastery.
 Grammatical use is learnt in context.
 Vocabulary and language usage (with expressions, intonation, pauses etc.) are also
emphasised.
 Provides motivation and is psychologically sound as it is need based etc.

ENGLISH METHOD
Unit 4 a) Expository Techniques – Narration, Dramatization
Prose, requires various techniques and methods by which it can be taught effectively. Such
techniques help to make the learning more effective, enjoyable and help to sustain interest in
the subject matter. Some of the important techniques for teaching prose are as follows:
1. Narration } Expository
2. Dramatization } ”
3. Questioning } Interactive
4. Discussion } ”
What do we mean by Exposition?
Exposition literally means an act or an example of exposing. This technique is used to

provide information about or explain a difficult concept. Expository techniques are very
useful in the teaching of prose as it brings the lesson to life.
1. Narration
Narration is an indispensable device of communicating knowledge. According to I.H.

Panton, “Narration is an art in itself which aims at presenting to the pupils, through the
medium of speech, clear, vivid, interesting, ordered sequence of events, in such a way that
their minds reconstruct these happenings and they live in imagination through the
experiences recounted either as spectators or possibly as participators.”
The art of narration can be cultivated through the following measures:
1. By observing skilful narrators.

2. By listening to speeches of good orators.
3. By using appropriate beginning and concluding statements.
4. By explaining links in the form of suitable words and phrases.
5. By using proper gestures.
6. By using common metaphors and similes.
Some Don’ts in Narration.
1. Do not use irrelevant or vague statements.

2. Do not allow any missing link or break in the logical sequence or interrelated
statements.

3. Do not use fumbling ideas.
4. Do not utter incomplete or half sentences.
Advantages of using the Narrative Technique
1. It arouses interest in the students.

2. It makes the story more imaginative.
3. It helps improve their vocabulary and language.
4. There is scope for building on their imagination.
5. It also helps build story telling abilities, expression of perspectives (of various
characters)
Dramatization
Meaning Dramatization has been described as ‘a synthetic art’, involving the purposive
coordination- and control of the delicate organs of speech and muscles of the body
combined with a sense of rhythm, with a view to free and intelligent expression of emotions
and ideas.
Dramatic art affords innumerable opportunities for the correlation of a large number of
subjects. In the preparation of their roles, the students indirectly and unconsciously improve
their speech habits and language. A systematic study of historical events has to be made
when pageants of the life of great persons are prepared i.e. pageant
Selection of Play.
1. Plays chosen should depict the evils of the social customs.

2. A play should have a literary value also.
3. The students should be able to understand arid appreciate the play.
4. It should also have entertainment value.
5. It should be free from objectionable subject-matter
6. There should be no vulgarity in the play.
Advantages of using the Dramatization technique
1. It is a great way for the students to learn to express themselves.

2. Depending on the level of involvement (only saying the dialogues to scripting the
entire drama, costume design and stage settings), it helps the children to assume
responsibility.
3. It can be used to explore inferences and interpretations to a story.
Unit 4 b) – Interactive Techniques – Questioning and Discussion

Questioning
Purpose of Questioning
1. To test the previous knowledge of the students.

2. To enable them to recall something.
3. To enable them to recognise something.
4. To enable them to think over something.
5. To enable them to reason about something.
6. To elicit something from students.
7. To’ stimulate interest and effort on the part of students.
8. To keep the children mentally alert.
9. To promote initiative and originality.
10. To stimulate the curiosity of the students.
11. To ascertain whether they are following the lesson or not.
12. To link new knowledge with old.
13. To revise the lesson and thus fix the facts in the minds of the
14. To diagnose the weak points of students.
15. To formulate general rules.
Classification of Questions
Questions are classified according to their purpose in the teaching-learning activity. These are:
1. Introductory Questions: These questions are asked at the beginning of a lesson and they help
to test the previous knowledge, motivate the child and link the old knowledge to the new
knowledge
2. Developmental Questions: These help to develop a particular line of thought, focues
attention on important points and lead the pupil to discover facts for themselves.
3. Recapitulatory Questions: These questions are put at the end of the lessons and helps to
teacher to know if the students have picked up what they were supposed to learn and also
acts as a revision.
4. Evaluation/ Testing Questions: These questions relate to periodic internal as well as external
testing.
Levels of Questions
1. Lower Order: Relating to Recall and Recognition (Knowledge based)

2. Middle Order: Translation, Interpretation (Understanding) and Application based
3. Higher Order: Analysis, Synthesis and Evaluative Questions
Characteristics of Good Questioning
1. The language of the question should be simple.

2. Questions should be clear, brief and to the point.

3. They should be suited to the ability of the children to whom the questions are put.
4. Questions should be relevant to the topic.
5. Questions should be graded. They should neither be too nor too difficult nor too easy. If the
problem is too easy, the child will not take any interest in it. If it is too difficult, he will get
discouraged.
6. Question once asked should not be repeated unless the teacher is sure the class has not
followed it.
7. Two questions should not be asked in one.
8. Questions should be interesting as far as possible.
9. Questions should be framed in such a way that these do not encourage guess work. The
teacher should not generally admit answers like ‘yes’, ‘no’, or other single words.
10. Questions should be of developing nature.
a. Every question should grow out of the response of the previous one.
b. Questions should be in a sequence so that lesson may develop properly.
c. Suggestive questions such as “Was Sardar Patel an iron man?”should be avoided as
they fail to encourage mental activity.
d. Leading questions such as “Do you know that Subhas Candra was the founder of the
Indian National Army?” should not be asked.
11. Echo questions such as “Mahatma Buddha was born at Lumbini. Where was Mahatma
Buddha born?” should not be asked.
12. Phrases like “Can anyone answer this question?” should be avoided.
13. Questions should be addressed to the entire class.
14. Questions should be asked in a pleasing manner.
15. Questions should be put in such a way that every student thinks that he will be asked to
answer whether he is good or weak.
16. Adequate time should be allowed to answer.
The teacher’s attitude to pupils’ questions. Following points should be kept in mind:
1. Appreciate the Student’s effort even if the answer is not entirely correct
2. Analyse the wrong answers given: Sometimes, the fault could be of the teacher. This must be
accepted and proper effort has to be made.
3. Encourage the students: especially when the answers are partly right and partly wrong.
4. Treatment of Wrong Answers: The student must be made to understand what the right
answers are and also why his answer was wrong. Any doubts in the mind of the student must
be cleared.
5. Answers given in unison: This practise is not considered as a good educational practice and
must be discouraged.
6. Observation of Courtesy: Ordinary courtesy in tone and in form must be observed at all
times
7. Discourage irrelevant questions/ answers.

Discussion
This method has been used in the teaching-learning process since times immemorial.
Discussion has been described as a thoughtful consideration of the relationships involved
in a topic or problem under study. It is concerned with the analysis, comparison,
evaluation- and conclusions of these relationships. It aims at uniting and integrating the
work of the class. It is carried out by organising, outlining and rating, the facts studied. It
encourages the students to direct their thinking process towards the solution of a problem
and to use their experiences for a further clarification and consolidation of learning material.
Discussion is to be distinguished from debate in which the participants seek to prove a point
rather than to discover a truth. Discussion is very important in stimulating mental activity,
developing fluency and ease in expression, clarity of ideas in thinking arid training in the
presentation of one’s ideas and facts. An exchange of ideas and opinions offers valuable
training to students in reflective thinking.
Essential parts or constituents of discussion
1. The leader—the teacher
2. The group—the students
3. The problem or the topic
4. The content—body of knowledge
5. Evaluation—change in ideas, attitudes etc.
Organisation of discussion Following are the main technique of organising discussion
1. Introducing a topic or a problem by the teacher by giving point or explanations to

serve as the basis of discussion.
2. Calling upon a pupil by the teacher to give facts, describe scene or situation, explain
an incident, event or happening for getting the discussion started.
3. Preparing an outline of points cooperatively by the teacher and a few students which
may become the starting point for discussion
4. Asking the students to describe their own experiences connected with the subject,
topic or problem and making them points for discussion.
5. Presenting detailed papers by the teacher and discussion thereon.
6. Presenting detailed papers by the students and discussing the in the class.

Merits of discussion.
1. It helps in clarifying issues.

2. It helps children in crystallising their thinking.
3. It helps students in discovering what they do not know and what they have
overlooked.
4. It brings about more reflection. It is farther from rote learning.
5. It represents a type of pooled knowledge, ideas and feelings & several persons.
6. It develops team spirit.
7. It engenders toleration of views which are at variance.
8. It affords opportunities to the students to learn together, make suggestions, share
responsibility, comprehend the topic, and evaluate the findings and to summarise
results.
9. It provides opportunities to the students to speak distinctly, respect the ideas of
others, share interests, ask pertinent questions and comprehend the problem before
the group.
10. It helps the teacher in discovering talented students who have the potential for
becoming good leaders.
Limitations of discussion:
1. It is not suitable in all topics.

2. It is likely to be dominated by a few students.
3. It is likely to go off the track.
4. It may lead to unpleasant feelings.
5. It may create emotional tensions.
6. It may involve unnecessary arguments.

ENGLISH METHOD
Unit 4a) Library as a Learning Resource
A library is a collection of sources, resources, and services, and the structure in which it is
housed; it is organized for use and maintained by a public body, an institution, or a private
individual. In the more traditional sense, a library is a collection of books. It can mean the
collection itself, the building or room that houses such a collection, or both. The term
"library" has itself acquired a secondary meaning: "a collection of useful material for
common use."
Importance of the Library
The library is the ‘hub’ of the academic life of the school. In the words of Edmonson, “The
modern school library is conceived as a genuine service unit. It supplies materials for
developing and expanding interests. Through its reference tools, indexes, bibliographies and
catalogues, the realm of knowledge may be explored. The library co-operates with other
agencies of instruction in helping students learn to use books and libraries, to find
information, and to study. By its bulletin exhibits, posters and atmosphere, the library
teaches informally. By its introduction to books, it suggests the life-time use of reading to
further any interest.”
The functions of the school library may be summed up in words of the Joint Committee, of
the School Library Association Britain, “We seek in the library to make children familiar
with the sight and use of a collection of books and to help them to grow love and care for
them, to provide material for child’s own recreation, reading and explorations, to supply
additional reading mate illustrating the subjects taught in class,
A good library has the following salient features:—
 Suitable books, dictionaries and encyclopaedias etc.

 Well-equipped and airy library room.
 Adherence to library rules.
 Proper cataloguing.
 Trained and friendly library staff.
 Suitable display of new arrivals.

Encouraging the students to use the school library OR How can we as teachers encourage
library habits in our students?
1. The librarian should give thorough instructions to the students in not only how to
find out books and other material in the library but also how to make the best use of
the material which the library contains.
2. The teachers should give occasional talks to pupils on the importance of extra-
reading. -
3. As far as possible the open shelf system should be introduced so that the students
may have free access to books.
4. Students should be asked to maintain a diary in which they should enter date-wise
the names of all the books they have read. - They may also be asked to write brief
quotations or extracts from the books that may appeal to them. They may also write
short reviews and appreciation of these books.
5. Marks may be allotted for extra-reading and entered in the monthly progress report.
6. Library periods should be provided for each class in the timetable.
7. Book competitions should be arranged from time to time and questions on titles,
authors and subject-matter may be set.
8. The library should be made the most attractive place in the school so that it may
attract the students in large numbers.
9. The cooperation of the students should be sought in decorating the library in order to
give them the feeling that the library belongs h them.
10. The librarian should behave very sympathetically with the students.
11. The school library should be kept open during the vacation and long holidays.
12. The beautiful picture-cuttings from newspapers and illustrations from current events
and topics should be displayed on the library Bulletin Boards.
13. Books suiting different tastes and interests should be provided in large numbers.
14. The furniture should suit the needs of the students.
15. A catalogue of library books should be available in the library for ready reference.
16. Library day may be organised once a year to popularise the school library.
We may sum up the discussion with a quotation from Tagore, “In order- to bring a library
into the fullest use, it is necessary that its contents should be clearly and specifically brought
to notice, otherwise it is difficult for the ordinary man to find his way about them, and the
library is left as a city of vast accommodation that lacks sufficient means of communication”
Unit 4b) E-resouces (Blogs, e-books, social networking sites)
BLOGS

Meaning
A blog (a contraction of the words web log) is a discussion or informational site published
on the World Wide Web and consisting of discrete entries ("posts") typically displayed in
reverse chronological order (the most recent post appears first). Until 2009 blogs were
usually the work of a single individual, occasionally of a small group, and often covered a
single subject. More recently "multi-author blogs" (MABs) have developed, with posts
written by large numbers of authors and professionally edited. MABs from newspapers,
other media outlets, universities, think tanks, interest groups and similar institutions account
for an increasing quantity of blog traffic.
A blog is recognized by its regularly updated, time and date stamped posts, running down
the computer screen in chronologically reverse order (i.e. the most recent post comes first).
Crucially, there is an ‘Add Comment’ feature so that readers of posts can leave their
opinions, questions or thoughts. Finally, there is a writing style element: blogs are written by
one individual who gives his or her thoughts in a generally relaxed, ‘spoken’ style
It can be likened to a journal which can be a continually updated and grows over time with
the accumulation of writing and other content. This archived information is accessed using a
simple calendar that highlights the dates on which entries were made.
Types of Blogs
Blogs can be personal (owned and managed by a single person), a group blog (managed by
many people), a micro blog (where a limited content can be sent at a time) or can even be
categorized as per the genre on which the blog takes place. A teacher can use any of these
types to enhance the teaching and learning of English.
Application of Blogs (for the Teaching of English)
 The teacher can start a personal blog and have her students comment on the posts.
 She can also encourage the students to start their own personal blogs which can then
be monitored.
 The class can be encouraged to start a group blog which can be a collaborative affair.
 Students can be exposed to expert bloggers or blogs which they can personally
follow.
Advantages/ Merits of using Blogs

 Students learn and express at their own pace.
 Learning can happen anytime, anyplace as per the convenience of the students.
 A lot of incidental learning can take place where students learn to compose and
create a page.
 The comment section encourages students to read and review what they read in order
to comment on the matter.
Disadvantages of using Blogs

 All children may not be interested in blogging.
 It presumes that everyone has access to computers which may not be practical in all
classrooms.
 It is time consuming as it takes efforts to blog or even read blogs regularly.
E-BOOKS
An electronic book or an e-book is a book-length publication in digital form, consisting of

text, images, or both, readable on computers or other electronic devices. Although
sometimes defined as "an electronic version of a printed book",many e-books exist without
any printed equivalent. Also, some e-books incorporate audio and video formats.
To read an e-book requires a dedicated e-book reader which are readily and freely available
on computers, tablets and smartphones. Most e-books use the format of EPUB which is an
open ,common format for the publishing of e-books worldwide.
There are many free e-books available in the public domain and sites such as Gutenberg
orManyBooks are common places to download free e-books from. Paid sites such as
Amazon or Flipkart (flyte) are also popular.
E-books incorporate features such as highlights, note-taking, dictionary etc which are very
useful for students to read books.
Advantages of using e-books.
1. Students can read anywhere, anytime.

2. Word – meanings become easy when the dictionary function is used
3. Certain areas can be highlighted for reference.
4. The public domain has many free e-books which makes it easy to download as well
is cost effective.
Disadvantages of using e-books
Unit 4c) CALL
Concept
Computer-assisted language learning (CALL) is "the search for and study of applications of
the computer in language teaching and learning". CALL embraces a wide range of ICT
applications and approaches to teaching and learning foreign languages, from the
traditional” drill-and-practice programs that characterised CALL in the 1960s and 1970s to
more recent manifestations of CALL, e.g. as used in a virtual learning environment and
Web-based distance learning.
The current philosophy of CALL puts a strong emphasis on student-centred materials that
allow learners to work on their own. CALL is essentially a tool that helps teachers to
facilitate the language learning process. It can be used to reinforce what has been already

been learned in the classroom or as a remedial tool to help learners who require additional
support.
Principles of Using CALL for ESL

1. Use technology to support the pedagogical goals of the class and curriculum.
Teachers using computer labs are often assigned a specific day and timethat their class will
use the lab, regardless of whether it fits into theteachers’ current learning plan. Admittedly,
administrators have a duty tomake sure that resources are distributed fairly and that they are
used asmuch as possible, but they are often less concerned with how well thetechnology
supports learning. Rather than designing instruction to usethe technology and to learn
technology skills (a technocentric approach),the technology use must be subordinated to the
learning goals. In otherwords, teachers should not use the computer simply for its own sake.
2. Make the technology accessible to all learners.
Because learners are individuals, CALL activities should address morethan one type of
intelligence and more than one style of learning (seeGardner, 1993; Reid, 1997). The
technology should be used to addressthe learners’ needs and be useful for a variety of
instructional purposes.For example, some students prefer visual activities and others prefer
verbal ones; hence, technology that allows learners to choose whetherinformation is
presented through pictures or written text would meetmore students’ needs than technology
that does not offer learners achoice.
3. Use the technology as a tool.
Computers are often said to play at least three roles in the classroom:tutor, teacher, and tool
(Levy, 1997). The computer as tutor presentsdrills and practice, usually with some
explanatory rules. This role is usefulin some cases because remediation and more practice
have been shown toimprove some students’ proficiency. However, drill and practice alone
hasnot been shown to increase language learning. The computer cannotactually serve as a
teacher, either, because it is not intelligent or capableof individualized, creative feedback.
Turing (1950) suggested that acomputer could be deemed intelligent if it could fool someone
intothinking that a person rather than a machine were responding when it isasked questions.
(This is known as the Turing test; technology that passes this test is not yet available in
schools.) The most useful way to look at
technology is as a tool that supports learning in a wide variety of ways.
4. Use technology effectively.
Effective means that students learn language better or faster using thetechnology than they
would have using the tools that would ordinarily beavailable. Even in the mundane area of
grammar drills, for example, theclassroom teacher can provide a limited amount of feedback
to eachlearner because only one student at a time can answer a grammar practiceexercise
and receive the teacher’s assessment. By using a grammar softwarepackage in the computer

lab, however, each student can obtain instantand appropriate (although not creative)
feedback. In this case, thegrammar software might provide more effective grammar practice
thanthe teacher could in the classroom. CALL technology can performfunctions previously
undreamt of in the classroom, which is why CALLusers are so enthusiastic about it.
5. Use technology efficiently.
Efficient indicates that technology accomplishes learning goals with lesstime and work for
teachers and learners. For example, a listeningprogram on a computer can instantly replay a
passage while an oldertechnology, such as the audio tape, may waste the students’ time
because
it requires rewinding and hunting for the right segment many times.
Merits and Demerits of CALL
Merits/ Advantages
1. Students can work at their own pace.
2. Individual attention can be given to each student.
3. It caters to different learning styles
4. It is very effective for drill and practice
5. It is effective for diagnosis and remedial teaching
6. It is psychologically sound as feedback is immediate
7. Very small units of learning can be taken up.
Demerits/ Disadvantages
1. Interaction with other students and teacher may reduce.
2. All questions may not be answered
3. Real time talking and listening is limited
4. It can be expensive and requires computer literacy/ proficiency

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COURSE 3/1 –PEDAGOGY OF A SCHOOL SUBJECT

Unit 1a) Nature of Language

The nature of language is as follows:

Language – gender, class and power

Language & Gender

English Method Notes (2015-16)- PCER Chembur Page 1

 Status vs. Support.

Dynamic /Theory/ Approach -

Language and Class and Power

Unit 1 b ii) Multilingual classrooms

Teacher’s role in a multi-lingual classroom

English Method Notes (2015-16)- PCER Chembur Page 2

Unit 1 b iii) Multicultural awareness and language teaching

Multicultural education is an educational philosophy that focuses on celebrating cultural

Banks discusses three groups of approaches for multi-cultural education

Unit 1c) Language& School

Focus Area Language as a school Subject Language as a means of

English Method Notes (2015-16)- PCER Chembur Page 3

Focus of • Testing the product of the language • Testing the process of

Unit 1 c ii) Concept of language registers

Formal: One-way participation; no interruption; technical vocabulary or exact definitions are

Consultative: Two-way participation; background information is provided – prior knowledge is not

Casual: In-group friends and acquaintances; no background information

Unit 1 c iii) Place of English in school curriculum

English Method Notes (2015-16)- PCER Chembur Page 4

o Issues related to mother tongue education-weapon to be used against domination by Hindi or

English Method Notes (2015-16)- PCER Chembur Page 5

Objectives of teaching English

• To develop knowledge and understanding of Grammar.

• To motivate students for more studying English language.

English Method Notes (2015-16)- PCER Chembur Page 6

Unit 2 b i) Palmer’s Principles of Language Study

English Method Notes (2015-16)- PCER Chembur Page 7

Unit 2 c) - Maxims of Teaching

1. Proceed from the known to the unknown

English Method Notes (2015-16)- PCER Chembur Page 8

Unit 3 a) CONSTRUCTIVIST APPROACH

1. Learning, in an important way, depends on what we already know.

2. New ideas occur as we adapt and change our old ideas.

3. Learning involves inventing ideas rather than mechanically accumulating facts.

 Elicit from the Learner

 Engage the Learner

 Explore the Concepts

 Explain the concept and define the terms

 Elaborate the concept/ lesson

 Evaluate the Learner’s knowledge

 Extend the Learner’s knowledge

Merits of the Constructivist Approach

 Effective for students who learn better in a hands-on environment.

English Method Notes (2015-16)- PCER Chembur Page 9

 Allow adults to play an active role in the discovery of new information.

 Creates a sense of ownership.

Role of a teacher in a Constructivist Classroom

A constructivist classroom has the following characteristics:

According to Audrey Gray, the characteristics of a constructivist classroom are as follows:

 the learners are actively involved

 the environment is democratic

 the activities are interactive and student-centered

 the teacher facilitates a process of learning in which students are encouraged to be

Unit 3b) COMMUNICATIVE APPROACH

Principles of Communicative Approach

 Communicative Lessons are Task oriented

 Communicative Lessons are Need based

 Communicative Lessons are Learner-Centred