This document discusses encountering tradition in learners' engagement with English language teaching. It presents conventional and non-conventional pedagogical approaches. The non-conventional approaches incorporate new media, visual learning, and problem-solving skills. The goals are to understand perspectives on language education, relate cultural facts to teaching, and identify interventions to improve practices. Learners' autonomy, engagement with texts and contexts, and reestablishing verbal teaching are emphasized over rote memorization and drilling.

1. ENCOUNTERING TRADITION IN
LEARNERS’ ENGAGEMENT
Main Author: Dr. Jayshree Singh
Email ID: dr.jayshree.singh@gmail.com
Blog: http://extaxsieinelt.blogspot.in
Deptt. of English, Head, Bhupal Nobles Post Graduate Co-Ed.
College, Affiliated to Mohanlal Sukhadia University, Udaipur
(Rajasthan)

2. INTRODUCTION
The knowledge about social milieu through
new media and media literacy.
The instructor is to play the role of mediator .
The problem solving outlook among the
learners.
The autonomy in learners’ engagement to the
text and context in the classroom.
To reestablish the verbal culture of teaching
EFL as ESL in the varied categories of
learner’s engagement in classroom
9/18/2016
Dr.JayshreeSingh,Deptt.ofEnglish,
B.N.P.G.College,Udaipur
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3. OBJECTIVES
 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 educators
9/18/2016
Dr.JayshreeSingh,Deptt.ofEnglish,
B.N.P.G.College,Udaipur
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4. A MODEL OF HUMAN RESPONSE BEHAVIOUR -
THEORIES
 A cognitive theory of cultural meaning (1998)
C Strauss, N Quinn, books.google.com
“...... 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, books.google.com
“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”
9/18/2016
Dr.JayshreeSingh,Deptt.ofEnglish,
B.N.P.G.College,Udaipur
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5. PROCEDURES IN ELT
 Grammar
 Vocabulary
 Writing
 Drilling
 Recitation
 Rote memory
 Descriptive Questions
 Reading Passages
 Dictation
 Lecture
 Original videos
 Visual learning text and
pictures
 E-learning (a sort of
virtual classroom)
 Social Networks
(Facebook,Twitter, blogs etc.)
 E-mails
 SMS
 Student-centered
activities
Conventional Non-Conventional
9/18/2016
Dr.JayshreeSingh,Deptt.ofEnglish,
B.N.P.G.College,Udaipur
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6. TEACHING & LEARNING
ENVIRONMENT
 Enabling individuals to express
their feelings as per societal
norms
 Inter-cultural competence
 Intercultural competence
 Peer/Group activities
 Emphasis on productive &
receptive skills
 Incidental learning &
Integrative practices
 Lack of bilingualism
 No multi-lingual
environment in the class
while teaching
 No cultural contents in
language acquisition
 Too much of native
traditional order
 Localization of ELT
practices
Engaged Learner Disengaged Learner
9/18/2016
Dr.JayshreeSingh,Deptt.ofEnglish,
B.N.P.G.College,Udaipur
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7. A KITCHEN IN THE CORNER OF THE
HOUSE
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)
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Dr.JayshreeSingh,Deptt.ofEnglish,
B.N.P.G.College,Udaipur
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8. CONVENTIONAL ELT PATTERN
 Dictation of spellings or sentences from the reading
passage
 Listing words with one syllable or two syllable
sounds
 Figure out male and female members
 Find out from the passage nouns, verbs, adjectives,
prepositions
 Underline difficult words and write meanings or
sentences with them
 Search the words that relate to “kitchen”
 Write atleast seven questions with Wh…. and with
auxilary verbs.
9/18/2016
Dr.JayshreeSingh,Deptt.ofEnglish,
B.N.P.G.College,Udaipur
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9. NON-CONVENTIONAL PATTERN IN ELT
 Catching through the
visuals the answers or
comprehension of the
passage
 Framing project-based
learning through pictures
and peer
group activities.
9/18/2016
Dr.JayshreeSingh,Deptt.ofEnglish,
B.N.P.G.College,Udaipur
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10. IMPACT OF VISUALS IN ELT
9/18/2016
Dr.JayshreeSingh,Deptt.ofEnglish,
B.N.P.G.College,Udaipur
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11. ELT SENSITISING TRADITION
9/18/2016
Dr.JayshreeSingh,Deptt.ofEnglish,
B.N.P.G.College,Udaipur
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12. LEARNING COMPREHENSION SKILLS IN ELT
(NON-CONVENTIONAL PATTERN)
 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.
9/18/2016
Dr.JayshreeSingh,Deptt.ofEnglish,
B.N.P.G.College,Udaipur
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13. EVALUATION OF LEARNERS’ENGAGEMENT
 Group/peer work is objective
 There is focus on retention
 Practice and drilling
 Comprehension of
vocabulary, structure
 Identification of words
related to specific object
 Fragmanted the grammar
into mechanical testable
units
 Sustained writing becomes
difficult
 Group/peer work is
subjective
 There is focus on recall
 Understanding the native
culture through visuals in
ELT
 Expressing comparison
 Visualising the passage
through art, through
sustained writing, through
project-based
presentations
In conventional pedagogy In non-conventional pedagogy
9/18/2016
Dr.JayshreeSingh,Deptt.ofEnglish,
B.N.P.G.College,Udaipur
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14. CONCLUSION
 Formulating new way to understand the cultural
competence
 Linking the non-native speakers with ELT
 Generating communicative integrity through web,
through project-based learning, through problem-
solving mechanism
 Sensitizing the gender perspective through visuals
and language application skills
 Collaborating the traditional teaching and traditional
living of Indians with the modern ways of ELT
practices and with the modernity in Indian life.
9/18/2016
Dr.JayshreeSingh,Deptt.ofEnglish,
B.N.P.G.College,Udaipur
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