An overview of pedagogy in ELT


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An overview of pedagogy in ELT

  2. 2. Introduction 2  Socio-Cultural Perspectives/ Ethnography of Communication  Cosmopolitan milieu- multicultural and multilingual social set up  Transnational shifts – moving across borders  Globalized human capital – migrant labourers /workforce  Indian human resource – native youths/ Indian human capital  Language Education  Localization (descending order) – native /grass-root level  Multiculturalism and multilingualism(ascending order) – social set-up of heterogeneous group with varied culture and language  Pedagogy – Teaching method, approaches/ applications and techniques  Pragmatic analyses – The practical solutions or results of the problemDr. Jayshree Singh 11/11/2012
  3. 3. Objectives 3 To understand the perspectives of language teacher education To understand the difference between conventional pedagogy and non-conventional ELT pedagogy To relate native order of cultural facts with the ELT To search interventions for learning and teaching practices for English Language educatorsDr. Jayshree Singh 11/11/2012
  4. 4. A model of human response behaviour - theories 4  A cognitive theory of cultural meaning (1998) C Strauss, N Quinn, “...... The meaning of a linguistic expression as the typical stimulus that gives rise to it and the response it evokes......”  Experiencing and the creation of meaning: A philosophical and psychological approach to the subjective (1997) E Gendlin, “Meanings are formed and felt through an interaction between experiencing and symbols or things”  The Transactional Theory (1993) Louise M. Rosenblatt, “a personal reading of the text” and “a view of language activity that encompassed all linguistic modes in their cultural context”Dr. Jayshree Singh 11/11/2012
  5. 5. Pragmatics and Pedagogy for Globalised Human Capital5( A Short Film)Dr. Jayshree Singh 11/11/2012
  6. 6. Language –performers and language-learners 6 Teachers and students - participation both as performers & learners Mother-tongue - is an important aspect of ethnography of communication both for native & non-native speakers. L2-target language – English to be learnt in classroom Nativity & Locality of L1 - is assimilated and Integrated with L2 Cultural contexts – acquisition process becomes difficult due to multilingual & multicultural society and even causes implications for the existing native and non-native exchange of communicationDr. Jayshree Singh 11/11/2012
  7. 7. Learners‟ Environment 7 The function of metalinguistics The teacher to be aware of the culture of the students The teacher‟s culture also affects native‟s mind, language, performance , learning and competence The teacher has to understand the use of words and language both in native and non-native languageDr. Jayshree Singh 11/11/2012
  8. 8. Survey of the Generations 8 The Baby Boomer Generation (1946-1964) Generation X (1965-80) Generation Y (1981-99) Generation Z (2000-till date)Dr. Jayshree Singh 11/11/2012
  9. 9. Generation Y 9Dr. Jayshree Singh 11/11/2012
  10. 10. Generation Z 10 Characteristics Tech-savvy especially in doing class-works and home- works Projection based aptitude achieved through web as facilitator Multi-tasking to use mobile/ web and social sites both for learning, chatting, and finishing up the assigned projects or tasks Retention and attention span of Gen Z is short but fast, practical, pragmatic in comparison to teachers They develop their theories, ideas, methods just like teachers to complete the task.Dr. Jayshree Singh 11/11/2012
  11. 11. Web 2.0 techniques in classroom for Gen Z 11 Activities in the virtual classroom – (at college level) Students can be advised by teacher to do home assignments by taking up exercises available on net for computer-based Tests such as TOEFL, TESOL, EFL etc. Net/video conferencing –students interacting with each other or in whole one group participating in discussion Smart classroom- connected to the sets – for audio- visual learning Engage students on their own – develops the sense of enchantednessDr. Jayshree Singh 11/11/2012
  12. 12. A Kitchen in the Corner of the House 12 A short piece of fictional narrative by Ambai is given below:„The basin in the Kitchen is extremely small. And the drainage is poor. If the servant woman washes the vessels there, the whole Kitchen gets flooded. And Papaji, if you hang the clothes outside the window, the mountain is hidden.’ And he looked at Kishan. And that skilled architect agreed with his wife. ‘What she says is right, Papaji. Why don’t we do it?’ ‘And when did you go near the Kitchen? ‘When she cooked up that Mysore-style meal, it was he who sliced the onions and chillies for her,’ said Jiji.‟(Butalia, Urvashi, “Inner Line” 2006, p.66)Dr. Jayshree Singh 11/11/2012
  13. 13. Productive & receptive skills in teaching literary text 13 An ELT exercise is developed from a fictional narrative to stimulate language exchange among the natives  The selection of key words – cooking and kitchen  The metaphorical importance – basin, window and mountain  The particular province food  The primary debatable words  The labelling of parts of speech in the text  The drawing of chart & poster as per the landscape in the fiction  The comparative drawing of Indian and Western Kitchen settings  The role of woman and man in society depicted through visuals in the chart  Showing the recipe of Mysore-style food or different Indian provinces  Conversing dialogues through role-playingDr. Jayshree Singh 11/11/2012
  14. 14. Non-Conventional Pattern in ELT 14 Catching through the visuals the answers or comprehension of the passage Framing project-based learning through pictures and peer group activities. Dr. Jayshree Singh 11/11/2012
  15. 15. ELT sensitising tradition 15Dr. Jayshree Singh 11/11/2012
  16. 16. Learning comprehension skills in ELT (non- conventional pattern) 16 To draw the picture of the kitchen and the landscape view that is visible from the kitchen To write an SMS or an email message to Papaji of the text complaining about the structure of kitchen To edit the email or SMS To use the same passage to sensitise the issue by searching the different themes related to the passage – for example:- deprivation of women, role of women in the household, Indian cuisine and Indian Kitchen, The Author‟s agony for marginalisation of women etc.Dr. Jayshree Singh 11/11/2012
  17. 17. Behavioural Learning Styles 17 The role of teacher in teaching L2 meaningful activities Interactive, stimulative pedagogy Conscious of homogeneous national community Conditional relevance Incidental learning – supplementary learning exercises Deliberate learning – conscious effort to analyse or compare The role of students in learning L2 Associate themselves with the context Understand the vocabulary of native speakers Move from local cultural level to communicative level Know how to develop conditional relevance of the words in the text Integration of collaborative learning with communication skillsDr. Jayshree Singh 11/11/2012
  18. 18. Web- technology Integrating Intercultural Communication 18 How to develop text messaging is the main function of this computer-based video?Dr. Jayshree Singh 11/11/2012
  19. 19. Practice Exercise for Gen Z - (at middle & secondary level) 19 STEP – I: One can be given these visuals to frame short questions on any of the pictures given below Second group can be given the task to write words on the given visual. Third visual can be used to write captions or poetic lines to describe the poster. Or it can describe the human and non-human objects in the picture. Or the exercise of match words can be framed. Fourth group may be asked to write sentences of fill in the blanks on the uses of water in life. The fifth group of students can be asked to write the benefits of rain harvestingDr. Jayshree Singh 11/11/2012
  20. 20. Developing multidisciplinary L2 facets and registers 20 STEP – II: The leader of each group for example the first one will put questions to the second group. The second group will ask the third group to tell meaning of the words or opposites of the words that have written on a particular visual. The third group will indeed loudly read the written captions, but the other groups can intervene with their own captions on the posters. The fourth group will read loudly the sentences of fill in the blanks written on the uses of water, so that other group of students can participate with curiosity and can recall their previous knowledge to relate with the visual to fill in the blanks.Dr. Jayshree Singh 11/11/2012
  21. 21. Conclusion 21 Thus social conscience and social responsibility is instilled through computer supported collaborative learning, while the teacher realises the need of computer literacy along with language proficiency, preferences and new perceptions. THANK YOU.Dr. Jayshree Singh 11/11/2012