Language across the curriculum (LAC) relates to linking different forms and aspects of language education within the school, particularly emphasizing the role of language in all subject-matter learning.
Language across the curriculum (LAC) relates to linking different forms and aspects of language education within the school, particularly emphasizing the role of language in all subject-matter learning.
ACritical Investigation of English Language Teaching in BangladeshMohammad Mosiur Rahman
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The 2016 World Bank report on worldwide per
capita Gross Domestic Product (GDP) identified
Bangladesh as a lower middle-income country
based on its consistent GDP growth throughout last
decade (World Bank, 2016). Tomaintain this growth
rate and meet the radical demand for human
resources in increasingly globalised world markets,
the country needs to communicate more effectively
with the outside world. Inevitably, this means
improving the quality of English teaching and learning.
The significance of English, as the global lingua
franca, to Bangladeshi learners is at its zenith. In this
developing country, however, economic constraints
mean that funds allocated to education are limited
compared to many other Southeast Asian countries
(Habib&Adhikary, 2016). Even given the generally
low level of educational standards in Bangladesh
(Islam, 2015), the standard of English language
teaching and learning has decreased alarmingly in
recent years (Hamid, 2011). English language
education in Bangladesh has always been problematic,
despite various attempts to initiate curriculum
reform. As Hamid & Baldauf (2008) point out, the
first of these major shifts in the ELT curriculum
took place in the mid-1990s, when the traditional
Grammar-Translation Method (GTM) was replaced
with a curriculum based on a Communicative
Language Teaching (CLT) model. The principal
objective of this article is to review the major problems
associated with ELT in Bangladesh that have
hindered the implementation of the new CLT curriculum.
Factors affecting the learning of english at secondary 2(2), 95 101Dr.Nasir Ahmad
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This study was conducted to investigate the factors affecting the learning of English of the secondary school students in Khyber Pakhtunkhwa. The objectives of the study were (1) To find out the factors affecting the learning of English at secondary level in Khyber Pakhtunkhwa; and (2) To provide a base for improvement of teaching English as a second language at the secondary school level in Pakistan. The population of the study was comprised of all the English teachers of twenty four Provincial government schools, and twenty two Federal government schools located in twenty four districts of Khyber Pakhtunkhwa. Sixteen senior most English teachers were selected for the purpose of interview. The main findings of the study were; the teachers in Provincial government schools were not sufficiently qualified and had not adequate knowledge of teaching methodologies of teaching English. The classes at both type of school system were overcrowded. The Provincial and Federal Government schools lacked audio-visual aids for teaching of English.
This research study describes grave necessity of teaching-learning English. It aims to find out the existing methodology and strategies are being employed in the government and private schools of larkana
Need, Meaning, Forms, different facets, Link Language of Minorities, Place of English â Recommendations of Eshwar Bhai Patel Committee and Classical Languages
This covers half of the Period 1 of the Speak, Read, Write Movement, from 1913-1922 and includes the Monroe Educational Survey; History of English in the Philippines
Language Change and Maintenance of Tamil language in the Multilingual Context...inventionjournals
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The prevailing multilingual situation of Malaysia reflects the gradual shift in the use of minority languages (ethnic) like Tamil, both in formal as well as informal domains of language use. There are several reasons for language shift to take place in the maintenance of language, and one such is the existing power that goes with language(s). How Far language attitudes, linguistic views and power based policies will poster the use of concerned language for the benefit of society at large is indeed a challenge and seems to be a question mark. The Malaysian Tamil society is gradually shifting to language like English and Bahasa Malaysia as media of instruction to achieve education needs in different displaces of knowledge, considering the modern economic- scientific and technological â occupational- developmental progress and needs of the society. Moreover, these kinds of existing rigidity in attitude towards language use and emotionally motivated views might cause problems in the long run for society in getting education or employment opportunities. Language policies has made mandatory use of Malay education, use of the English language at different levels with power and efficiency, use of mother- tongue languages in education and mass media as far as possible. The present day generation prefer training in job-oriented, application and practice oriented education, so they are forced to shift from their mother- tongue to the national language or English for specific purposes. This is because of the restricted use of their own languages. The present day use also reflects the shift from spoken Tamil to English as the home language of the Tamil community. So, this paper emphasizes the social relevance of the sociolinguistic research that is more concerned with d developing community, especially their language use. More so area the language policy activities in order to approach the problems faced by that community in formal domains of language.
Language education reflects largely unstated government policies, mainstream cultural values, and minority group aspirations. Their diverse aims result in monolingualism or various types of bilingual education, weak or strong forms in terms of bilingual outcomes among students. This presentation shows how 10 cases of school systems in Japan and the world can be analyzed into types of bilingual education.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
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Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
1. UNIT-1 C
LANGUAGE & SCHOOL
Difference between language
as a school subject and as a
means of learning &
communication, Place of
English in School Curriculum
2. The Place of English in the
School-Curriculum
ďPost- independence: drastic change in the outlook
took place with regard to the place of English in the
school curriculum.
ďThe government of India appointed several
commissions, from time to time, to study the whole
structure of education and suggested measures for
its improvement.
ďThe issue of the place of English was also
considered in the Commissionsâ reports.
3. The first important commission: 1948
After the attainment of freedom was appointed
by the government of India in 1948 under the
chairmanship of Dr S. Radhakrishnan. This is
known as
'The University Education Commission.â
The commission was not in favor of abolishing
English altogether from the curriculum.
4. It gave the following weighty reasons in
support of its study:
â English, however, must be continued to be
studied. It is a language which is rich in
literature - humanistic and technical.
If under sentimental urges, we should
give up English, we would cut ourselves off
from the living stream of ever growing
knowledge.â
5. The Report clearly said that
âOur students who are undergoing
training at schools which will admit
them either to university or to a
Vocation so they must acquire
sufficient mastery of English to have
an access to the treasures of
knowledge.â
6. The Second important commission: 1952
It was appointed for re-organizing the structure
of secondary Education, it supported the study
of English and expressed:
âIt should be recognized that even in regard to
many of the diversified courses in instruction
as matters stand at present, a knowledge of
English will be extremely useful for
understanding the subject matter and for
further study of the subject.â
7. This commission also recommended that
study of English should be given due
position in secondary schools and facilities
should be made available at the middle
school stage for its study on optional basis
8. It recommended the following languages
to be studied at the middle school stage:
1. Mother-tongue or Regional language.
2. Hindi for Non-Hindi regions. &
A modern Indian language for Hindi regions.
3. English (optional)
At the secondary stage, the commission
recommended the study of two languages
to equalize the language load on pupils of
both Hindi and Non-Hindi areas.
9. 1. Mother-tongue or Regional language Or
A composite course of mother-tongue & classical language.
2. The second language to be chosen from among the following:
(a) Hindi (for those whose mother-tongue is not Hindi)
(b) Elementary English (for those who have not studied it in the
middle stage)
(c) Advanced English (who had studied it in middle stage)
(d) A modern Indian language (other than Hindi).
(e) A modern foreign language (other than English).
(f) A classical language
10. In this 3 language formula, the place of English comes
after the mother or the regional language. In other
words, pupils of both Hindi and Non-Hindi areas
were free to study English as a second language if they
so desired. Only this formula would result in not
having Hindi as a compulsory language in Non-Hindi
regions thus paving way for making both Hindi and
English as permanent official languages of the country.
Thus it is clear that the Secondary Education
Commission also wanted to give English an
importance next after the mother-tongue or regional
languages.
11. Third Body
Central Advisory Board of Education: 1956
It examined the complex problem of the teaching of
languages in relation to the needs of the country.
While keeping the importance of English in view,
it devised a three language formula which was
simplified and approved by the conference of Chief
Ministers in 1961. The following two formulae were
prepared in which English was proposed to be
studied either as a second or a third language.
12. In formula No.1, English was given a second or third place;
formula No.2, English was to be studied as a second
language.
In order to maintain uniformity of standards in both Hindi
and Non-Hindi areas, pupils were expected to study English
as a second language rather than as third language.
So we see that while devising these two three-language
formulae, the importance of English was not ignored and it
was given next position after the mother tongue or the
regional language.
13. The Fourth important commission: 1964
Under the chairmanship of Dr. D.S Kothari. 1964
The Kothari Commission also stressed the need of
continuing FORMULA No. 1
First Language-Second Language-Third Language
Mother-tongue, Hindi, A modern Indian Language or
Regional Language, English-A modern European
Language (provided it is not offered as a second
Language or Composite course of mother-tongue &
regional Language or Composite course of mother-
tongue & classical Language or Composite course of
regional and classical language).
14. The study of English as a foreign language could be
understood from the following words:
â As English will, for a long time to came, continue
to be needed as a library language' in the field of
higher education, a strong foundation in the language
will have to be laid at the school stage.â
The commission while proposing its modified three
language formula had full consideration of the
position of English in the country which is clear from
one of the criteria, it laid down for preparing its
language formula.
15. â English continues and will continue to enjoy
a high status so long as it occupies the principal
place as the medium of instruction in the
universities. Even after the regional language
replaces English as the media of higher
education in universities, a working knowledge
of English will be valuable asset for all
students and a reasonable proficiency in the
language will be necessary for those who
proceed to the university.â
16. Keeping this in view, the commission recommended the
following three - language formula :
Thus at the lower secondary stage, a pupil was required to
study at least three languages according to the commissionâs
report. In this formula we find that the position of English is at
number two because in Hindi areas, the first language will be
Hindi and hence they will prefer English as their second
language. Similarly in Non-Hindi areas, the first language will
be the mother-tongue or regional language of the area. They
will also prefer to study English as their second language,
keeping in view its unending importance and also due to the
fact that English continues to exist as an associate official
language of the country for an indefinite time.