A child’s social environment directly affects his
language development. Interaction with your child is
crucial in developing social and language skills.
According to the Literacy Encyclopedia,“The verbal
environment influences language learning, from ages one
to three, children from highly verbal, professional
families heard nearly three times as many words per week
as children from low verbal welfare families”.
Each society has a unique vision about its future.
The educational activities are to be designed on the basis
of this vision values like democracy, secularism and
social equality are the indicators to be considered while
framing the principles of education.
The society should respect cultural diversity, protect
its own cultural traditions and would launch a strong
resistance against the onslaught of consumerist culture.
VISION OF EDUCATION
Every experience of life is the cause of developing a
new idea. The ideas acquired in this manner are added to
previously acquired/shaped ideas. This means that the
child constructs knowledge by interacting with his/her
environment continuously. This is a natural and
The child slowly integrates himself/herself with the
society of elders. Through this the child is able to identify
his/her personality and his/her place in the society as an
Learning would be effective in an environment which
recognizes learners as ‘individuals'. Social constructivism
despires learning as a mental construct in a problematic social
situation. The knowledge of crafts, arts and jobs are to be
attained through practical experiences too. They should be
made past of the curriculum after removing the caste and
gender-based divisions in them.
Community centered language teaching views teaching as
a social process . Language is seen as persons in contact and
in response .It upholds two kinds of interaction, interaction
between learners themselves and interactions between learners
and knower's. The interactions among learners facilitate deep
intimacy among them. The class becomes a community of
learners. The learners eagerly try to keep pace with their peers
Community centered language teaching either student
centered nor teacher-centered but rather teacher-student
centered,with both being decision makers in the class.Role
of the teacher is to provide a safe environment for
learning.Building a relationship with and among the
students is very important.In a secure atmosphere,students
can continue their interaction with each other as well as
their interaction with the teacher.
In community centered language teaching the student
functions independently.The students may become
counsellors to less advanced students while profiting from
contact with their original source.
The teacher should work with what the learner has produced
in a non-threatening way. Teacher would encourage their
students to self-evaluate to look at their own learning and to
become aware of their progress.
In community centered language teaching students
should give an opportunity to assets themselves and be
actively involved in the learning experience. Learners may
engage in various group tasks. They analyze and study. They
reflect and report on their experience in the class. Students
engage in free conversation with teacher or other learners.
CURRICULUM ALSO ENABLE
Understand the world
Promote aesthetic sense
Maintain communicative efficiency
Develop the ability to work and take part in the economic
CHARACTERISTICS OF COMMUNITY
CENTERED LANGUAGE TEACHING
It is a humanistic technique for teaching and learning.
It helps the students to be themselves to accept
themselves, to proud of themselves.
It helps to foster a climate of caring and sharing between
the teacher and the taught.
Students should work together in groups and this will give
them a sense of community.co-operation not competition
Teacher should work in a non-threatening way.
Students are more willing to learn when they have created
the material themselves.
Students should be able to take up more responsibility for
their own learning.
Students should be allowed to reflect on what they have
In addition to reflecting on the language, students should
reflect on what they have experienced.
ACTIVITIES FOR ENHANCING
COMMUNITY CENTERED LANGUAGE
-provide direct learning experience
Showing of films and dramas
Visiting to language institutions
Participate in the activities of literary club of other schools
Participate in debates
EXAMPLES FROM TEXT BOOKS
OF STANDARD VIII,IX,X
In standard VII, in the lesson “A shattered dream”
students wants to know about a living example of a person
of their own society, Anil Kumar who challenge his life
using his will power and determination. In the poem
“Coromandal Fishes”, learners know about fisherman
In standard IX, in the unit “Roots” children deals
with the theme culture and they were asked to prepare
brochure based on their village. By visiting old age homes
they knew about the issues related to the aged.
In unit II, “Breaking barriers", students deal with the issues of
marginalised. In this unit students were asked to conduct an
interview with eminent woman personality. In the unit “Glimpses of
green planet”, students deal with the issue of global warming. In this
unit students were asked to conduct survey on farmers. In the unit
“Guns and roses", students deal with the issue related to war and
peace. In this students were asked to conduct an interview with a
In standard X, in the unit “Generations”, students deal with the
issue of universal humanism. In this unit they had to conduct debate,
they had to form the concept of cordial inter generation relationship.
They understands older generation must be given due consideration.
In the unit “The world of mystery”, they had to conduct an interview,
debate related to the topic “Scientific approach to health and public
The lack of speech community around has often been
pointed out as the biggest hindrance for the child in
language acquisition process. The lack of exposure to
English certainly is a hindrance. So it is to be born in mind
that it is not the quantity of exposure which matters but
the kind of exposure that the child gets, which facilitates