English Teaching Objectives for the First Language (L1) and Second Language (L2): General Concept of Text Book
Even though the English teaching objectives
for the L1and L2 groups are different, the gap is narrowing fast. And in the
first quarter of 21st century any book, intended for the students of
vernacular in Indian subcontinent, should contain passages for the study of
English as First language (L1) as well as Second language (L2) in no water
tight compartment. While compiling any anthology a
number of tentative teaching objectives and selective pieces that might be used
in realizing them are need to be meticulously chosen.
There were complaints that for several
years a number of students who are considered at risk of educational
failure because of limited English proficiency have been finishing school with but little command of English.
This confirms in the general finding, arrived at through an analysis of the
students performance in the examinations,
that by far the largest majority- of the L2 group need a great deal more
practice in comprehending and writing simple English than hitherto given or
practiced. They need more practical and tactical text to deal with the
problems. But much as we should like to take advantage of the modern methodology
of teaching English as a Second or Foreign language, we cannot ignore the fact
that the use of English literature as a means, if not the sole means, of
mastering the language is firmly established in this region. Here we can follow
this guidance while providing best anthology to the students. Truly thus, most
educators consider programs in English as a Second Language (ESL) to be neither
remedial, developmental, nor special education but a separate category of
educational support.
Avoid
Individual Preferences:
Educators have to attempt a curriculum devoid of
personal preferences. While selecting appropriate texts and a
balanced and purposeful design in the syllabus must be considered. The texts,
both in Class X or + 2 either in L1 and L2, have to be selected after a careful
consideration of the objectives stated in the syllabus. Indeed, the passages for
the L1 group can be literary; those for the L2
group are by and large so. Text be can be also provided with some additional materials
so that the anthology may offer scope for future changes in the module of the
study for serious and inquisitive
students, if they choose to do so may also benefit from the extra reading
materials.
A Right Combination: Generally
the answers offered for the exams show that most of those who go in for English
as their L1 have a fairly good command of the language. Therefore, it is considered
appropriate that the difficulty level of the literature they are to study
measures up to the standard expected of one study in the literature in one’s
mother tongue at this stage. In addition to the passages to be prescribed from their
text book, they will be required to study standard works of literature written
in different centuries. The final examinations will require them to interpret
literature in accordance with their cognitive maturity.
For the L2 group what are now to be
prescribed are not just relatively easy literary passages but, more importantly
language work on them. The L2 can be said a taunting task because at the post +
2 stage in graduation they have to equal the entry level with L1. Thus, at this
point it may be urged to the concerned with preparing this group for the exams
to note that questions will be so set as to discourage memorized answers. So
the students must be taught to write answers themselves rather than be given
prepared answers to memorize.
The questions set on the passages from the
text will require for the L2 group to show a thorough acquaintance with the
passages concerned. For the purposes of examination no passage, or part
thereof, will be considered more or less important than the rest. No unfair demand
will be made of the examinees. Those who follow the course in all its components
may expect to get good marks and also lead to maturity.
Different Components: The weightage on the different components
of the course will be so distributed as to reward every bit of learning that
the student achieves. In measuring comprehension, for example, maximum credit
will be given for the examinees’ understanding of the given passage, while his
power of precise expression in correct English will be measured by a number of
different questions. The passages for
comprehension test will be unseen which will be a sum of theirs vocabulary
content, for though comprehension is of considerable value in life, such
comprehension can be measured only by confronting the examinees with reading
materials that he has not seen before. English newspapers and other appropriate
sources can be alternative texts for them.
For both L1 and L2 some phoneme transcription
(stressed) can be introduced as a beginning of the teaching of pronunciation
with the original intentions that the educators will teach
this part and demonstrate in class how words like these are correctly stressed
and pronounced in speech. The transcription can be
included for the guidance of the teachers and enthusiast students also.
Since, as has
been already noted, success with the text materials presented in any ideal text
book will considerably depend on how effectively the learner grapples with the
other parts of the course. Reading Writing speaking are the
specialized skills which is not difficult to impart to the thousands of
students if we have ideal text book and motivated texts.
An ideal text is
an on-going process. Unfortunately in India neither the text books nor the
syllabuses of which they form part can be revised as often as they are in
richer countries, but the more innovations are on the way. Finally, it can be
said that the ideal English text must be constructed keeping in view the
cognitive level of the students, the infrastructural inadequacies of school
plant resources, as well as the nationally accepted objectives of teaching English at the class X and +2 stage.
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