ELT Project Presentation

2. MAHARAJAKRISHNAKUMARSINHJ
I
BHAVNAGAR UNIVERSITY
DEPARTMENT OF ENGLISH
GROUP MEMBERS- URVI DAVE &
RANJAN VELARI
PAPER NAME- ENGLISH LANGUAGE
TEACHING- 2
GUIDANCE- DR. DILIP BARAD

3. Survey of English & Gujarati Medium
School Student’s
Approach towards English Language
English Medium School- The KPES
English School
Gujarati Medium School- Shree Divyjyot
Primary School

5. 0
1
2
3
4
5
6
7
8
9
10
GUJARATI MEDIUM
ENGLISH MEDIUM
WRITING COMPARISON

6. 0
1
2
3
4
5
6
7
8
9
10
GUJARATI MEDIUM
ENGLISH MEDIUM
READING COMPARISON

7. TABLE OF CONTENTS
Objective
Methodology
Approach
Language preference
Pie Chart(Comparison of writing and speaking skills)
Motive of learning English language
Questions for Students
Questions for Teacher(Gujarati Medium)
Questions for Teacher(English Medium)
Observation
Conclusion
Experience

8. OBJECTIVE
To find out the difference between the level of
English language of English Medium School
Students and Gujarati Medium School Students of
Sixth Standard.
To check their attitude and aptitude towards
English language.
To check the level of competence between the
students of English Medium and Gujarati Medium.

9. METHODOLOGY
Gathered information of Schools
Took permission from Principals
Prepared questionnaire
Questionnaire are any written instruments that present
respondents with a series of questions or statements to which
they are to react either by writing out their answers or selecting
from among existing answers. Questions are particularly efficient
for gathering data on a large- scale basis
Our target- 20 students
Ten objective questions and two descriptive questions were
given to test their writing skills as well as grammar.
A paragraph to test their speaking and reading skills.

10. Diary was also maintained in order to note the observations
Describing a Diary Study, it is that "The diary study is a method of
understanding participant behaviour and intent by having participants
record events as they happen. This recording usually occurs in two ways:
participants answer predefined questions about events (feedback studies)
or participants capture media that are then used as prompts for discussion
in interviews (elicitation studies)
There are basically three types of interviews- Fully structured, Semi-
structured and unstructured. The aim was to explore the thinking behind
teacher's and student's approach towards English language using Semi-
structured and unstructured style
Had a conversation with them and asked a few general questions
Had a talk with their English teacher
Analyzed the papers and prepared result

11. APPROACH
 In English Medium School, most of the students think that
English is easy but just a few of them had problem regarding
spellings and grammar.
In Gujarati Medium School, students faced problems in reading
and writing. Most of them were not able to pronounce easy
words.
In English Medium School, students think that English language
is important as it may be helpful to them in the future.
In Gujarati Medium School, only a few students preferred
English language as they faced difficulty in learning it as their base
is also not clear.

12. LANGUAGE PREFERENCE
ENGLISH MEDIUM
STUDENTS
•Some students preferred
to speak in the language
which they were having the
subject like Sanskrit
language in Sanskrit class,
Gujarati language in
Gujarati class.
• 30% Gujarati language
30% Both Gujarati and
English
40% English language
GUJARATI MEDIUM STUDENTS
• Most of the students
preferred Gujarati language
more as they couldn’t
understand English language
easily. They were taught English
in Gujarati language which we
also call The Grammar-
translation method.
• 35% English language
65% Gujarati language

13. GRAMMATICAL ERROR
GUJARATI MEDIUM ENGLISH MEDIUM

14. SPELLING ERRORS
GUJARATI MEDIUM ENGLISH MEDIUM

15. SPEAKING ERROR
GUJARATI MEDIUM ENGLISH MEDIUM

16. MOTIVE OF LEARNING ENGLISH
LANGUAGE
Gujarati Medium: One student wanted to go Foreign
Country and most of them didn’t reply as according
to them English language is not important.
English Medium: According to some students,
English language helps in business and they knew
little about importance of technology. One student
wrote that he wanted to become a CA and he had
ample amount of knowledge about it.

17.  Gujarati Medium Students didn’t want to shift in
English Medium School as they face problems in
Listening, Speaking, Reading and Writing (LSRW)
skills.
 Some of them couldn’t even write a single
sentence properly. One student knew about cursive
writing but was not able to write.
 English Medium students were happy to be in
English Medium School.
 Most of the students knew how to write in cursive
writing.

18. QUESTION FOR TEACHER
Gujarati medium- What is the level of the base of
English language and to which extent are students
serious about it?
The base was not good at all when they took
admission. Teachers are trying to make their base
strong but students are there who are not at all
serious about their studies and some are willingly
studying.

19. According to Ms. Heena-
“ English is important from primary as they
learn everything very fastly in this age and
can remember for lifetime. English is not at
all harmful in this competitive world, they
should be capable enough to compete with
everyone and for this, they should know
English language very well as it is a global
language.”

20. English Medium- Is it necessary to learn English
language in primary level?
 They should be taught English language from
primary as it constructs a base when they are on
the urge of learning language. Speaking should
be compulsory and teachers insist every student
to speak and communicate in English language
in order to improve their command over it.

21. “ In this modern era,
English is necessary for
everyone to become
something, to reach to a
national level, and compete
with it.”
According
to
Mrs. Dipti

22. OBSERVATION
Instructions had to be given in Gujarati as
Gujarati Medium students couldn’t
understand English well.
 We had to translate the questions in
Gujarati language and had to do board work
in Gujarati Medium School.
 Eight students didn’t have English as a
subject till 5th standard.
 6 students couldn’t read anything.
 Speaking skill was good of English
Medium students.

23. CONCLUSION
There is a huge difference between the
students of Gujarati Medium and English
Medium. The accent of Gujarati medium
students differ a lot and even their level of
competency is lower than English Medium
students. Grammar & Spellings were also
poor of Gujarati Medium students as they
are not taught English language from
elementary level.

24. EXPERIENCE
From this survey, we came to know about
the attitude and aptitude of students towards
English language. They were excited and were
taking part in every activity very
enthusiastically. We learnt how to deal with
students. They were interested in interaction
more than the tests. Finally we can assume
that they were happy and enjoyed the
session as they had invited us to visit them
again.

28. WORKS CITED
ANSHU, NARENDRA PANDEY AND ASHWIN PARIJAT. “The Language of Knowledge?: A Case Study
of English-medium Teaching in Delhi University.” THE DELHI UNIVERSITY JOURNAL OF THE
HUMANITIES & THE SOCIAL SCIENCES 1 (2014).
Bala, Dr. Usha Dutta and Dr. Neeru. Teaching of English at Primary Level in Government Schools .
New Delhi, 2012.
Brown, T. Rodgers & J. “Doing Second Language Research.” (2002).
Carter, J. Mankoff and S. When Participants do the Capturing: The Role of Media in Diary
Studies. 2005.
Drever, E. Using Semi-structured Interviews in Small-scale Research. A teacher's Guide.
Edinburgh, 1995.
Gajalakshmi. “High School Student's Attitude Towards Learning English language.” International
Journal of Scientific and Research Publications 3.9 (2013).
R. K. Dhawan, P. V. Dhamija. Recent Commonwealth Literature. Ed. A. K. Shrivastava. Vol. 1.
1989.
Rodgers, J. Brown & T. “Doing Second Language Research.” (2002).