Training English teachers to adapt to 21st century Indian students

1. English Teaching (specifically Cambridge 6-10)
Prepared by Megha Subramanian

2. Leading to AS level English
 6,7,8,9 and 10 form the bases for AS / A level English
What is taught in all these classes:
 Descriptive writing
 Imaginative writing
 Persuasive writing
 Factual writing
 Discursive/Argumentative writing
 Narrative writing
 Comprehension
 Grammar

3. Integrative Teaching
 The reason these ‘styles’ of writing are separated is to help
the student pick up the techniques of writing in a
particular style.
 Can a writing-sample be imaginative, descriptive, narrative
and persuasive?
YES, It can be and it usually is!
 How do I say that?
Let’s consider something as simple as ‘Jack and Jill’!

4. The ‘Jack and Jill’ Integration
 This rhyme – is obviously a figment of the poet’s
imagination
 It ‘describes’ what they (Jack and Jill) are doing
 It gives the characters ‘actions’
 It conveys a story – ‘narrates’ an incident
Therefore even a nursery rhyme is imaginative, descriptive
and narrative at the same time but ‘functions’ as a
rhyme!

5. What does this mean to the
learner?
 The learner needs to KNOW that all writing uses two or
more styles to convey an idea.
 All writing is persuasive by nature – even works of fiction,
because every writer is persuading the reader to believe
‘her/his world’!
 That said, Ads are OVERTLY persuasive but all other kinds
of writing will be COVERTLY persuasive.
 Another kind of writing that is OVERTLY persuasive is
argumentative writing, where the writer takes a stand after
stating different points of view. If not, it is clear that the
writer is sitting on the fence, so also persuades the reader
to do the same.

6. The role of a language teacher
The above slides give a perspective to the teacher on
‘Integrating’ learning, but the ‘Reason’ for language
begins only AFTER that! 
 The language teacher along with teaching ‘techniques’
has to:
 Help build character
 Cultivate values
 Develop ‘rootedness’ in the learner
 Create an environment for new ideas
 Develop positive attitude
 Help the learner ‘become the change’

7. How can a language teacher do so
much?!!!
 Understand the ‘post-post-modern baby’ facing you!

 Learner profile:
 Born in the 90’s! – This means: stabilizing of TV as a medium,
exposure to computer games, videos, face book, what’s app,BB!
- Not so much email, that’s not cool! 
 It also means – more westernization, looking down on India
and its ways, unawareness of freedom struggle and other
political conflicts – but still replete with prejudice!
 It also means: lack of rootedness leading to lack of self-
confidence – hence the mind-set; ‘follow the herd’.
 Also, it means there are a lot of things to do and the learner
doesn’t know where to begin! (Phew!)

8. So as a Teacher of this ‘baby’:
 I don’t look down on ‘technology’, I understand that
technology facilitates ‘communication’ with friends.
Hence, I USE the same technology and become their
friend!
 I watch TV shows and movies that they like and watch, and
help them understand the ‘different’ styles of writing.
 That also helps them connect and understand better what
is being taught
 I also introduce ‘Indian writing’ like R.K. Narayan’s novels,
Panchatantra tales, Tenali Rama, Akbar and Birbal tales,
Chandamama etc. which introduce them to the country
they live in!

9.  I ‘DO NOT’ follow the course-book examples as a ‘BIBLE’ but
I introduce them to Indian classical artists, historians,
sports-people, politicians, freedom-fighters, poets and
writers
 I therefore follow ‘The COURSE work’ and NOT ‘the course-
book’ thereby making language learning ‘RELEVANT’ to life.
 I am a stickler for grammar and give enough practice from
my ‘old-time’ books and TOLERATE no lapse in that.
 A class filled with stories and people has to be fun! That’s my
subject and I use it to my advantage!

10. Sample Activities for
‘Integrated’ Learning
 Write your own diary and compare it with Gandhiji’s autobiography
 Make a class newspaper where different styles of writing being learnt are put together
 Watch a movie of your choice and summarize
 Analyze characters from say, ‘Epic-3G’
 Read Mark Twain, R.K. Narayan, Panchatantra etc. as part of class
 Write a travelogue of ‘your city’
 Write an ad to persuade people to visit your residence/housing complex
 Cover a school / class event as a journalist for Factual writing
 Write a descriptive piece on your neighbor in class. Do you know him/her enough?
 Make a sandwich/ juice/ your favorite dish as a ‘Recipe’ exercise and have a class ‘eating’
session! 
 Write your childhood memory
 Read out ‘good writing’ in class to create aspirations to write and read better
 Research Indian historical figures / artists etc. for factual writing. Make the learner
observe how ‘FACTS’ change according to the profession of the personality chosen.

11. Things to do for the teacher of the
90’s baby:
 Observe, understand and ‘correct’ the ‘baby’s’ lingo!
 Involve the ‘baby’ by showing / reading material that
the ‘baby’ likes
 Expose the baby to as many perspectives as possible
 Read as many books as possible beyond the ‘syllabus’
 Go through online open-source educational websites
like coursera.com and sign up for courses for free to
update one-self!
 Look for new approaches to grammar

12. Finally…
 I know that I have 52/100 kids of my own –
inclusive of my past babies!  (That makes me a
‘bigger’ mom/dad than Gandhari herself! But
thankfully, I also have some Pandavas, Draupadis,
Sitas and Ramas amongst them!  )
 My life is awesome; I get to watch/read everything and
stay young always! Do I need to worry about that grey
hair/wrinkles? ;-)