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Nkc and English Teachers--英国论文代写范文精选

2015-09-12 | 来源:51due教员组 | 类别:更多范文

51due英国论文代写网精选:“Nkc and English Teachers”。如何更好的教授学生英语,除了老师个人的知识,还有国家对这门语言的重视都是关键。本篇论文中就从多方面阐述了这一点,如何让老师能够提升。

Reflections of National Knowledge Commission on English Language Teacher in the Modern Era K. Kamala Devi M.A., M.Ed., M.Phil., Assistant Professor in English, Sri Sarada College of Education, Salem - 16 Introduction: Teachers are the single most important element of the school education system. 

It is the teacher who brings life to the learning materials, who is the active agent in the education process and ultimately who causes the transformation in the minds of the young generation by transform the entire society. It was aptly observed that any nation can not improve more than the level of its teachers. Hence it is the teacher folk who must be given vigorous attention and they themselves must aware of their accountability and responsibility towards the society. That too, in the modern era, the liability of the teacher is more in shaping the future minds against the innumerable distracters. They must develop and enhance their knowledge and skills so as to prove their superiority over the other learning resources.

For creating sweeping changes in the nation through knowledge society, Indian government has established the National Knowledge Commission (NKC) under the chairmanship of Prof. Sam Pitroda and this paper enumerates the expectations of NKC regarding English language teachers. National Knowledge Commission: The National Knowledge Commission is a high-level advisory body to the Prime Minister of India, with the objective of transforming India into a knowledge society. It covers sectors ranging from education to e-governance in the five focus areas of the knowledge paradigm: [pic] It is the first of its kind in the world, has been successful in bringing the education debate to the center-stage of policy deliberations in the country. The National Knowledge Commission has emphasized the importance of an inclusive society as the foundation for a knowledge society. NKC has also recognized the significance of language not only as a medium of instruction or a means of communication but also as a determinant of access. An understanding and command over the English language is the most important determinant of access to higher education, employment possibilities and social opportunities.

Who can teach English' “In order to meet the requirement for a large pool of English language teachers, graduate with high proficiency in English and good communication skills should be inducted without formal teacher training qualifications. They could be selected through an appropriate procedure developed by the National Testing Service and then given a short-term orientation. The nearly four million school teachers all over the country, regardless of their subject expertise, especially teachers at the primary level, should be trained to improve their proficiency in English through vacation training programs or other short-term courses.” From this statement it is crystal clear that for a person who wants to teach English, high proficiency in English language and good communication skills are most preferred to training qualifications. Though the teacher may have the essential qualification, if he/she is poor at language, they can not establish an English atmosphere. It is the essential requirement of an English teacher to give his/her student proper exposure of English language which is possible only by establishing an English atmosphere at least in English class rooms.

Well known with the Aims of Learning English: “School leavers who are not adequately trained in English as a language are always at a handicap in the world of higher education. Those who do not know English well enough find it exceedingly difficult to compete for a place in our premier educational institutions. This disadvantage is accentuated further in the world of work, not only in professional occupations but also in white-collar occupations overall.” It is oblivious from the above statement that the primary aim of language learning is to make use of it in real context. The teachers who teach English must be well aware of the aims of teaching and learning English which is completely different from that of other subjects like science or social science. For those content subjects, it is enough for the teacher to disseminate the information given in the textbook. But for the language teachers, they have to make their students involve in the learning and the predominant place has to be given to the students. The teacher should always at therear screen to direct them to act perfectly.

Expertise in pedagogy: “NKC recommends that the teaching of English as a language should be introduced, along with the first language (either the mother-tongue or the regional language) of the child, starting from Class I in school. This phase of language learning should focus on using both languages to create meaningful learning experiences for the child without disproportionate emphasis on grammar and rules.” The language can be used only in situations. The child learns his/her mother tongue in meaningful situations. Similar situations must be created in second language learning also. The English teacher should not explain the meaning of the text or poem but present the subject matter in situations. It will not enough to make the children know the meaning of the new vocabulary but it is mandatory to enable them to use those words in appropriate situations and in real conversation. The teacher has to facilitate the pupils to construct their own sentences following the pattern taught. For this purpose the teachers of English must update themselves with the modern techniques and pedagogy of teaching second language. They should also venture to adapt those effective new strategies despite their conventional training. To quote John Dewey, ‘If we teach today as we taught yesterday we rob our children of tomorrow’. Hence teachers must come out of their routine work and actively participate in workshops, conferences and research processes to mainstream themselves with the contemporary trends. Efficacy in Resource Management: “A multiplicity of English textbooks should be made available to address the diversity of English language environments in the country. Benchmarks must be laid down for the content of textbooks at each stage. .. Since language learning takes place not only through direct instruction but also through assimilation from the environment, the class room needs to be equipped with appropriate supplementary audiovisual and print material. Resource libraries could be set up in every classroom, comprising of a collection of books, magazines, newspapers, audiovisual materials and posters, appropriate to the age of the students, on a variety of subjects.”

This is the most expected quality expected from all teachers. Textbooks are mere facilitators for language learning and not the textbook alone builds the language capacity among the children. The teacher should never consider the textbook as be all and end all. They may support the teaching learning process. As for as learning of English is considered, a great exposure is being given through mass media like newspapers, magazines, wall posters, radio, television, internet, etc. So it would the obligatory part of the teacher to make intelligent use of these resources in a meaningful way.

An exploratory bend of mind is needed to blend the academic objectives with resources available through the real life exposure. Knowledge clubs could be formed to discuss and disseminate knowledge as well as extend the use of English outside the classroom. Thorough-bred teachers: In the observation of NKC “Most teacher training programmes are not based on a real assessment of needs of teachers. Thus, entire teacher training system catering to pre-service and in-service training exists today, including training for language teaching, needs to be thoroughly reviewed, recognizing the centrality of language in the curriculum.” In most of the contemporary schools the teachers who teach English may not compulsorily have the pedagogical training in teaching English in their B.Ed. qualification.There is no uniformity in offering the optional subjects for the teacher education programme.Hence, it should be made compulsory that if a person handles English, he/she must have undergone training in the pedagogy of teaching English at least as one optional in his/ her teacher education programme.

Conclusion: To sum up, a drastic change must be brought up psychologically as well as intellectually among the teachers who teach English. They must be fully aware of their accountability in the society and ready to lend their most possible service for the upliftment of the future generation. To gear up vigorously and prove to be the apt and competitive resource persons, all language teachers should make up their mind to labour intellectually, economically and physically.  -H

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