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Viney Kirpal - Unlock Their Future

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Viney Kirpal Unlock Their Future

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English is an important subject today. It is also a difficult subject to teach. Large heterogeneous classes, anachronistic syllabi, boring textbooks boringly taught and purposeless examinations demotivate students from taking English seriously at college.

In the twenty-first century there is a need for professionals to be adept at writing, speaking and understanding English because they have to communicate well with native English-speaking clients. Our graduates need to be trained in these linguistic competencies while in college.

Unlock their Future: A Skills-based Approach to Teaching and Learning English offers practical methods and strategies for preparing students from the metros as well as the small towns in English language skills required in their professional lives.

The authors sincerely hope that this book will bring freedom to many English-shy students and corporates and make this a standard for teaching of English language.

Contents:

  • Introduction Viney Kirpal and Shridhar B. Gokhale
    • Spoken English: Some Remarks on the Teaching of Spoken English and Conversational English Shridhar B. Gokhale
    • How Much English Speech Does a Teacher Need? Teaching Spoken English and the Indian Teacher Sudhakar Marathe
    • Computer Assisted Language Learning T. Ravichandran
    • Writing Skills: Everything is an Argument: A Thematic Approach to Teaching the English Course Sharmita Lahiri
    • How I Teach Paragraph and Essay Writing Viney Kirpal
    • Reading Skills: Teaching Prose Prabha Sampath
    • Reading Better and Faster Viney Kirpal
    • Note Taking Skills Niloufer Aga
    • Grammar and Word Power Development
    • Teaching of Grammar Shridhar B. Gokhale
    • Teaching of Grammar and Vocabulary Simon G. Bernabas
    • Enriching Vocabulary Shirin Shaikh
    • Teaching Language to Large Classes Madhuri Gokhale
    • Using a Dictionary Shridhar B. Gokhale
    • Remedial English: A Case Study Viney Kirpal
    • The Testing of Language Skills Shridhar B. Gokhale
    • English for Professional Purposes
    • Writing Emails Viney Kirpal
    • English for Specific Purposes

      About the Authors:

      Dr. (Ms) Viney Kirpal is President of GREAT Foundation Pune, an NGO, and CEO of Global Institute of Integrated Training, a corporate training institute in Pune. She was earlier Professor of English, and Head, Humanities and Social Sciences at IIT Bombay where she taught from 1974 to 1997. Since 1998, she has trained over 7000 teachers in Effective Teaching skills and above 19,000 corporate professionals in English and other soft skills.

      Dr. Shridhar B Gokhale is a Professor of English at the University of Pune. The areas of his interest are Phonetics and Spoken English, Grammar, Stylistics and ELLT. He has coordinated Pune Universitys ELT project undertaken in collaboration with the Government of UK, and the ACEN Interactive Course in Phonetics and Spoken English. He is the winner of the Principal V. K. Joag Teacher Award (2001).

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    STERLING PAPERBACKS An imprint of Sterling Publishers P Ltd A-59 Okhla - photo 1
    STERLING PAPERBACKS An imprint of Sterling Publishers P Ltd A-59 Okhla - photo 2

    STERLING PAPERBACKS
    An imprint of
    Sterling Publishers (P) Ltd.
    A-59, Okhla Industrial Area, Phase-II, New Delhi-110020
    Tel: 26387070, 26386209; Fax: 91-11-26383788
    E-mail:
    www.sterlingpublishers.com

    Unlock their Future
    A Skills-based approach to teaching and learning English
    2011, Viney Kirpal and Shridhar B. Gokhale
    ISBN 978 81 207 6139 1
    E-ISBN 978 81 207 9033 9

    All rights are reserved.
    No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, mechanical, photocopying, recording or otherwise, without prior written permission of the author.

    Printed in India
    Printed and Published by Sterling Publishers Pvt. Ltd., New Delhi-110 020.

    India takes pride in having the youngest population in the world, which it expects will make the country the most advanced in the world by 2020.

    But, this demographic advantage will become a liability if we fail to address the fundamental issue of creating committed teachers to convert this huge human resource into a skilled manpower to drive the engine of the growth.

    Dr. R M Mashelkar
    Director General, CSIR

    Acknowledgements

    A book is made by many people. Most gratefully and humbly we acknowledge the help of all the following friends, associates and well wishers:

    All the teachers at the workshop How to Teach English Language held in Pune in January 2007

    Professor Ashok Kelkar, our former teacher

    Dr. Shridhar Shukla, Managing Director, GS LAB, Pune and good friend

    Ms. Jaslene Bawa, another friend

    Ms. Sheelam Bawa, former Admin. Officer Global Institute of Integrated Training, Pune

    Ms. Archana Kavade, former Office Assistant, GREAT Foundation, Pune

    Ms. Gulfam Shaikh, Office Assistant, GREAT Foundation, Pune

    Ms. Aishwarya Gore, Office Assistant, Global Institute of Integrated Training, Pune

    Ms. Vinny Paul, Office Assistant, Department of English, Pune University

    Mr. S. K. Ghai, Managing Director and his team, Sterling Publishers, New Delhi.

    Viney Kirpal
    Shridhar B. Gokhale

    Contents

    Acknowledgements

    Viney Kirpal and Shridhar B. Gokhale

    Shridhar B. Gokhale

    Sudhakar Marathe

    T. Ravichandran

    Sharmita Lahiri

    Viney Kirpal

    Prabha Sampath

    Viney Kirpal

    Niloufer Aga

    Shridhar B. Gokhale

    Simon G. Bernabas

    Shirin Shaikh

    Madhuri Gokhale

    Shridhar B. Gokhale

    Viney Kirpal

    Shridhar B. Gokhale

    Viney Kirpal

    Grace Jacob

    Introduction

    Viney Kirpal and Shridhar B. Gokhale

    Teaching and learning are indivisible sides of the same coin. The present scene of the teaching and learning of English in India is in a mess. Indeed, there is too much of teaching of English in India, beginning with Std. I in some states, and Std. V in others, and continuing till graduation. In comparison, the learning of English, seems almost negligible.

    Performance in Examinations v/s Performance in Jobs

    This narrative of failure is often masked by the performance of students in school and university examinations. While a good number of students manage to fare well in tests and examinations, most graduates are unable to express themselves in English when applying for a job or facing a job interview. Typically, our graduates cannot comprehend a news broadcast on the radio or television, cannot talk about their strengths or weaknesses. They feel diffident about participating in a group discussion or reading in English and whenever they do, they do so slowly and painfully. They cannot write an effective curriculum vitae! The depressing realisation is that there are lakhs of teachers involved in the teaching of English from primary school to university levels but the teaching of English has resulted in little learning. This story of national waste of time, money and energy has been going on for the last 60 years.

    Ideally, not more than three years is required to acquire a reasonable amount of mastery over a language. This is ably proved by reputed institutes teaching French or German in India. English is taught for 15 long years in India and examinations are passed fairly successfully. Yet students seem unable to cope with the reasonable demands of the job market. Obviously, English is being taught in India more from the examination point of view than as a preparation for tangible life skills.

    To cover up for their lack of success, teachers often play the blame-game. University teachers blame college teachers, college teachers blame school teachers, school teachers blame parents and so the story goes on. The question is: whose responsibility is it to help students master English? Perhaps the solution to these problems lies not in the quantitative expansion of the teaching of English, but rather in its qualitative enrichment. Do teachers have no option but to perpetuate the history of non-success in teaching students English? Or is it possible to bring about positive changes in this situation slowly and steadily?

    The present book has its genesis in the conviction that it is possible and desirable to introduce modifications in the current scene of teaching English in India. Indeed each one of us, teachers and students of English, can contribute to make it more interesting and relevant and participate in the process of its transformation. To do so requires that we first understand some of the factors which work against the goal of learning English.

    Factors which Obstruct the Learning of English

    Many factors seem to work against this objective. First, our students appear to understand the importance of possessing language skills only after graduation when they need to face interviews to find placement or to go abroad for higher studies. Then they enrol for exorbitantly-priced private classes that may help them sail through job interviews or clear English tests that entitle them to study abroad. We cannot say if the teachers of these crash courses are more skilled language teachers than those in the colleges. What we can be sure of is that our students are more motivated to learn English out of college than when it is being taught so readily and inexpensively in our schools and colleges.

    Partly this is so because passing the compulsory English course in Indian Universities is ridiculously easy. The pass mark is a low 35 per cent most times even though students have been exposed to similar courses in English at school and college. No wonder our students have acquired the art of getting through the examination without knowing English. Their teachers also seem to collude with them by teaching them only the techniques of passing the examination. Further, the university examination is not aimed at testing particular language skills. Compare it with the SAT or TOEFL tests and you will observe the seriousness with which students approach them because these tests evaluate specific skills and set high standards of passing. Frankly speaking, the purpose of college English courses and the examination system is just not clear.

    Secondly, the typical language course is syllabusdriven. Teaching designed to complete the syllabus is unfortunately marks-directed and not competenciesoriented. In the current day professional world which our students join after graduation, the emphasis is on skills and competencies, and not on scores or syllabi. An employee who has to make presentations must show he knows how to organize his matter in a logical and lively manner. They must be able to support it with data and documents and present it with power point slides. One who has to write or speak with customers must know how to understand their communication and respond with correct grammar, apt vocabulary, and appropriate and courteous use of language. In this world, skills, and not grades or mark lists count.

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