Language Education: Teaching English in India

Cover
Half Title
Series Page
Title Page
Copyright Page
Dedication
Table of Contents
List of figures
List of tables
Series editors’ note
Foreword
Acknowledgements
Abbreviations
Introduction
Chapter 1: The notion of language: An overview
	What is language?
	Language and structure
	Language and symbolisation
	Language and representation
	Language and culture
	Language and literacy
	Exercises
	References
Chapter 2: Language and policy: English studies in India
	English in India: A historical overview
	National education policies: Teaching Indian languages and English in India
	Postcoloniality, globalisation and English studies
	Multilingualism and World Englishes: The question of standardisation in the teaching of English in India
	Language and power: World Englishes, dialects and standardisation in the classroom
	Teaching English for (critical) literacy, communication and academic purposes
	Exercises
	References
Chapter 3: Language acquisition and language learning: An overview
	Why English?
	Language learning versus language acquisition
	Nature or nurture
	Linguistic determinism or linguistic relativity
	The input hypothesis
	Competence and performance
	The role of medium of instruction and examination
	Intercultural competence
	Universal design principles for learning
	TPD for language acquisition and language learning
	Exercises
	References
Chapter 4: Perspectives and approaches to language and literacy
	Literacy and language education
	What is literacy?
	Reading, writing and critical literacy
	Oracy and literacy: Listening and speaking
	Multimedia and multimodality in literacy studies
	Balancing pedagogy and content knowledge (PCK)
	TPD for literacy and language education
	Exercises
	References
Chapter 5: Teaching of language – I (communicative English)
	Introduction
	Different approaches to language teaching
	CLT in the classroom
	Task-based language teaching (TBLT)
	The role of the teacher in the Postmethod era
	The role of the teacher: New technologies and materials
	Exercises
	References
Chapter 6: Teaching of language – II (language through literature)
	Teaching RWLS skills for critical literacy
	Teaching vocabulary for critical literacy
	Teaching grammar for critical literacy
	Discourse-based language teaching
	Teaching rhetorical modes of communication
	The role of the teacher
	Exercises
	References
Chapter 7: Teaching literature: Fiction, poetry and drama
	Literature: Definition, purpose and value
	Teaching literature and critical literacy
	Teaching and reading for literary appreciation
	Understanding and teaching fiction
		Story versus plot
		Beginnings and endings
		Time
		Characterisation
		Voice and perspective
		Literary devices
	Understanding and teaching poetry
		Imagery
		Diction and syntax
		Rhyme and rhythm
	Understanding and teaching drama
		Mythos
		Ethos
		Dianoia
		Lexis
		Opsis
		Melos
	Materials design, lesson plans and assessments: Fiction, poetry and drama
	Teaching interpretation and critique
	The importance of interpretation and critique
	The work
	The audience
	The artist/author
	The universe
	Interpretation for critical and cultural literacy
	Exercises
	References
Chapter 8: Assessment and evaluation for language and literature
	Criteria of assessment
	Assessment and evaluation
	Assessment
	Why assessment? What are its concerns?
	Why study tools for assessment?
	Reliability and validity in assessment
	The role of the teacher
	Exercises
	Note
	References
Postscript
Further reading
Index