English Language Teaching through Bilingual

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English Language Teaching through Bilingual Method for engineering students with ... providing students for proper practice in speaking because they are not well ... people of Telugu and Kannada origin have moved in huge amounts to ...
International Journal of Applied Engineering Research ISSN 0973-4562 Volume 10, Number 20 (2015) pp 41346-41349 © Research India Publications. http://www.ripublication.com

English Language Teaching through Bilingual Method for engineering students with reference to Indian context P. Santhosh Research Scholar VIT University Vellore, Tamilnadu India. Dr. K. Meenakshi Professor, VIT University Vellore, Tamilnadu India.

Abstract: The history of language teaching in India has a long tradition background. The key part of learning procedure was attributed through memorization of vocabulary and translation of sentences. In India the ancient languages like Pali and Sanskrit were taught through the practice of memorization of texts, in this 20th century there should be a remarkable changes in language teaching. The term bilingual education is stated to using of two or more languages in the classroom atmosphere for the better understanding. It is the process of teaching the target language through mother tongue of the student. Since English is not a medium of instructions in schools and colleges in India, Indian students can’t practice and perform their English pronunciation. Even during in English classes most of the teachers teach English without providing students for proper practice in speaking because they are not well prepared enough to give practice it especially in rural engineering colleges in India. This paper focuses on teaching English through mother tongue for engineers with reference to the Indian context. Keywords: Bilingual method, classroom, Mother tongue

Translation,

Indian

Review of Literature: Gautam (1977) appealed that a exact classroom technique of instruction to get succeed and some of the minimum pre-requisites of understanding of language and insolences towards learning on the portion of the teachers and students to be sufficiently encountered, in adding to the directorial or physical contributions such as the extent of the class, services of Audio-Video aids, number of hours chosen to the teaching of English and so on. Howatt (1984, p. 289) advocated that if there is additional "language teaching revolution" curved the angle, it will have to gather a considerable set of opinions to support some substitute bilingual attitude of equal power. Lo Bianco (1987) grants some of the initial results that projected positive thinking and phonological effects of bilingualism and which opened the field of dissertation to the request of development, as disparate to compensatory, bilingual education. He then drives on to examine the connection of sociopolitical and edifying factors in the habits bilingual curriculums have been applied in the

USA, Sri Lanka, and Australia. Kenji Hakuta and Eugune E. Garcia (1989) designates that bilingualism has been well-defined predominantly in linguistic magnitudes despite the point that bilingualism is interrelated with a amount of nonlinguistic social limitations. The linguistic switch has helped representatives an educationally susceptible population of students, but the switch is inadequate as the individual focus of educational interference. They highlights that Upcoming research will have to be focused toward a multilayered vison of bilingualism as a occurrence embedded in society. V. Saraswathi, Diane-Larsen-Freeman (2004) clarifications on language teaching methodology sums up a major trend away from unity to diversity in the following words. They stated: “There is no single acceptable way to go about teaching language today. ” The statements mentioned above make it clear that no single approach or method is appropriate for all learning styles. They also expands on some of the significant forms of bilingual education and examines some of the main research studies subsidiary the progressive outcomes of mother tongue instruction for marginal language students. His attentions that the communal and educational background is always applicable in describing the kinds of program which will be appropriate and operative. Fred Genesee (2004) observes that Bilingual programs that offer suitable and nonstop training can be active with fresher or older students; in other words, innovative levels of serviceable Language2 (target language) proficiency can be developed by students who initiate bilingual education in the primary rankings and by those who activate in higher rankings. Bilingual education is operative for mainstream language students with a variability of learner characteristics, even though it puts them threatened for poor presentation in college. Muhammad Aslam Sipra (2007) homework shows that bilingualism has a significant role to play in collaborating meaning and pleased. This character is significant while teaching assimilated skills of different sequences at intermediate and credential level. Furthermore, this study has revealed that the first language of learners can show a valuable role in teaching these abilities at this level. It plainly recognizes those fragments of a language path where there is value in exhausting L1. D. Kanta Rao and J. M. Kanthi Thilakaha(2010) revisions that “If language teachers teach as they taught earlier; then one may not achieve the required goals of teaching

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International Journal of Applied Engineering Research ISSN 0973-4562 Volume 10, Number 20 (2015) pp 41346-41349 © Research India Publications. http://www.ripublication.com English in the present global scenario” The method one learnt English is not exactly the method one is teaching it. Over again, the way one developed one’s mother-tongue may be pretty different from the mode one learnt English.

Introduction: People have moved from state to state along with the progression of the domains. In south India, for example, people of Telugu and Kannada origin have moved in huge amounts to Tamilnadu in the earlier along with the growth of the Vijayanagar Empire and other kingdoms. Tamil populations have relocated from Tamilnadu for occupation and business, and also because of devout determination. Once established, these collections displayed great courtesy in acquisition the language of broader communication in the certain zones. They did not provide up their caste and linguistic personality, but a few groups later, they expected greater devotion and addition to the language of larger communication. In absorbent their unique language and thus subsidizing to the progress of bilingualism, caste seems to have played a very significant role. Then marriage was usually and within one's individual caste, the preservation of the stylish language was confirmed to some range. The approach of the present migrants stand in contrast to that of the former migrants. The recent migrations take habitation under a diverse canvas. These migrants attain as persons or relations, not as entire societies. These are advance repeatedly job searchers, and maybe would go back or would like to drive back to where they derived from. They are alert of their phonological privileges sheltered in the Indian structure. If they are not alert of these privileges, the party-political groups make them attentive of these privileges and twig them into act to attain what they must legally get. Means of communication among the migrant folks or persons and their unique verbal group are certainly obtainable. Reading resources are easy to acquire. Radio and TV programs are easy to access. Stability is somehow specialized. With stability derives the linguistic and communal individualities. When some relations relax down and take origins in a diverse linguistic atmosphere, they still remain their language reliabilities. Moreover, with modern education at hand, everybody requests to implement English rather than the native language for their purposeful needs. The strong reliability transfer that we noted in the populations that transferred a few periods ago is noticeable by its absence in the current migrants. A conceivable tension generating disorder prevails. Bilingualism takes the character of a political indication more frequently.

ELT in rural Engineering colleges in India: English as a great vehicle of communication that attends a link language in a diverse culture and multilingual society comparable in India, and also as a universal Linguistic facilitator. The fortunate ancient coincidence in the form of India’s meeting with the British carried English in our

country, and its sustained existence in our classroom ecosocio-political and traditional discourse for diverse motives strains re-thinking of its character and its denotations. Teaching of English grieves from the general disorder that anxiety the educational structure of India. The students as well as the teachers speak English with regional language traditions. Since English is not a standard of instructions in schools and colleges in India, Indian learners cannot exercise and perfect their English articulation. Even during the English hours most teachers clarify English without giving the students suitable practice in talking because they are not accurately equipped enough to exercise it, particularly in rural colleges. The effect is that after learning and teaching English for many years at school and college, most people cannot express the language with accurateness. The most essential practical experiment connected to the teaching of English in India is the existence of vast number of learners. All the learners don’t derive from the similar socio-linguistic and socio-cultural relatives. Generally, teachers are hesitant to split the class into clusters or teams. Some care has to be reserved over the provision of students to groups to make things better. The teachers may treasure that they have to make a few deviations before the groups are all happily established. It is basically incredible in Indian class rooms that the groups are approximately equal in capacity. There are many diversities of group and lecture methods. In arts subjects the tutorial class must gross the form of a conversation. When the students are about to acquire a foreign language like English, it is teachers responsibility to make them persevering to listen it. So, when the teacher feels tough to deliver the subject matter there is a need of mother tongue to rapid it clearly.

The ELT Teachers Role in rural Engineering College: Bilingual teachers have a habit to be more compassionate of first language usage in the foreign language classroom, because they perceive student’s improvement. Their linguistic variety raises from one to two respected languages through which they can direct themselves and cooperate with broader social circles. Bilingual teachers also have straight experience of learning alternative language and, up to the intermediate level at least, accepting second language vocabulary in positions of their first language. Bilingual teachers may practice both languages in class purposely. By mingling the two languages at convinced times, they can alleviate the cognitive load on students while exhibiting the goal of bilingual functioning. In effective preoccupation methods, languages may not be swapped in the same time. What is ultimate to depend on various features such as the motivation and readiness of students to communicate, which may contrast considerably among persons. The bilingual teacher constantly has the language choice available, or the choice of using both languages. Students will sign at the very slightest that the goal of bilingualism is achievable, and may be stimulated by the teacher as a typical model of their own area.

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International Journal of Applied Engineering Research ISSN 0973-4562 Volume 10, Number 20 (2015) pp 41346-41349 © Research India Publications. http://www.ripublication.com The Principles of the bilingual Method: When a child obtains the mother tongue, he practices the idea and clenches the condition and learns the implication of words simultaneously. The promoters of the Bilingual Method have conviction in that it is a remaining of time to reconstruct the situation while teaching a foreign language. Their disagreement is that teaching-learning technique is simplified if only the mother tongue parallels are given to the learner without replicating the condition. Therefore, it marks use of the mother tongue in this controlled manner. It varies from the Grammar Translation Method in two ways:  In the Bilingual Method it is the trainer who always types use of the mother tongue to clarify meanings and not the students.  The learner is appropriately exposed to sentence pattern trainings, which are not delivered in the Grammar Translation Method. Additionally, in the Bilingual Method reading and writing are presented early in the course of language teaching and there is an incorporation of the speaking and writing skills.  Students are not permitted to use their mother tongue.  L1 is used by the teacher to target his communication or clarification.  Teacher provides meanings in L1 for meaningful parts or sentences.

Bilingual Method Positive and Negative aspects:  This Method supports teacher to create the students to understand the meaning of convinced words  The time which saved is applied in giving pattern practice to the student.  Though an average teacher of English can teach over this method without any intricate preparation.  The Bilingual Method indorses both fluency and accuracy. It stimulates the theory as it lays stress on speech and pattern practice. It boosts accuracy as the meanings of new words are specified in the mother tongue of the learner.  It does not involve any teaching aids and is matched to all kinds of engineering colleges at rural place. Some of the Barriers in implementing the Bilingual Method as following,  The attention on the grammatical constructions not on the day-to-day conversation  The teacher must be skillful (fluent) in L1 and L2  Students become dependent on their mother tongue

Teacher always play the most substantial role in the teaching of English in bilingual configurations of contemporary in India. Result makers should make things

malleable for the teacher. The success of teaching and learning depends on the performance of the teachers and the obtainability of teaching and learning climate. It should be unrestricted from politics and other subjects of distraction. Things are varying fast. Teachers should be promoted and skilled to meet the changing requirements of the learners. Teacher training organizations need to be a stage for exchange of concepts. We must come out of the stereotype model: let it be another programmer without arbitrating the protesting to do that. Most of the states in India has assumed functional communicative approach to communicate English at the secondary level. Communications in English is the idea of this approach. There is a big bight between the preferred goal and the current practice in Indian classrooms. Only a innovative mind free from all prejudices can change things for a „better tomorrow‟ .

Conclusion: Thus it could be strongminded that it is insufferable to achieve at the seamless approach or technique for language learning under Indian context. Language learning is such a multifaceted process that it is incredible to give a solitary clarification to all our problems. Probably the best method is the one which works, and this varies from situation to situation. Any method which practices the condition for learning to take place is good. It should allow the learner to obtain the policies of learning rather than merely preparing him with knowledge. What is substantial for the teacher, consequently, to discover which method will assist the students to grasp a particular objective under a set of certain environments? As India following multicultural context and language and they requirements the help of their mother tongue to attain a foreign language like English. Bilingual method could be the suitable method to agree for the students of Indian context. To conclude in the words of Dr. H. N. L. Sastry this technique is simple from the point of view of teaching and learning. That is why we realize majority of teachers in Indian colleges trace this method. The method growths the rate and amount of learning in the classroom atmosphere and it produces better approaches in the minds of students towards learning English. It also customs the relationship between the teacher and the student. It is contended that restricted and moderate usage of mother tongue in the English classroom in India which does not decrease students’ acquaintance to learn the second language but rather can contribute in the teaching and learning procedure. This is not to exaggerate the role of L1 or supporter the greater use of L1 in EFL classroom but to organize some of the misconceptions along with the efficiency of L1 in this procedure that have concerned foreign language teachers for years, such as whether they should implement the mother tongue when there is requirement for it and whether the habitually mentioned principle of no inborn language in the class is justified. It is trusted that these findings and consents will support in making more people acknowledge the part of bilingualism

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International Journal of Applied Engineering Research ISSN 0973-4562 Volume 10, Number 20 (2015) pp 41346-41349 © Research India Publications. http://www.ripublication.com in the foreign language classroom and kindle further studies and visions in this area.

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