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CPS-1 - Language Across Curriculum

This document outlines a curriculum for a course called "Language across the Curriculum" for year 1 students. The objectives are to help students identify students' language backgrounds, analyze classroom discourse, develop reading and writing skills, and see their role in enriching students' language abilities. The course content covers varied student language contexts, the relationship between home and school language, developing communication skills, and the role of language in different subjects. Students must complete an assignment analyzing language diversity challenges, devising a reading/writing development plan, or expanding and presenting ideas from texts. Suggested readings on language teaching techniques and principles are also provided.

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Gopal Mandangi
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277 views2 pages

CPS-1 - Language Across Curriculum

This document outlines a curriculum for a course called "Language across the Curriculum" for year 1 students. The objectives are to help students identify students' language backgrounds, analyze classroom discourse, develop reading and writing skills, and see their role in enriching students' language abilities. The course content covers varied student language contexts, the relationship between home and school language, developing communication skills, and the role of language in different subjects. Students must complete an assignment analyzing language diversity challenges, devising a reading/writing development plan, or expanding and presenting ideas from texts. Suggested readings on language teaching techniques and principles are also provided.

Uploaded by

Gopal Mandangi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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B.

CURRICULUM AND PEDAGOGIC STUDIES (CPS)

CPS 1: Language across the Curriculum


Year-I Credit-2
Marks 50(Ext. 40+ Int.10) Contact Hours 32
Objectives
On completion of this course, the student-teacher shall
• Identify the language backgrounds of students and facilitate their movement
from home / regional language to standard language.
• Analyze the nature of classroom discourse and devise strategies to improve
communication skills of students.
• Develop the appropriate skills of reading and writing among the learners
and facilitate reading writing connection.
• Envision their role as facilitators of learners’ language enrichment
irrespective of the subjects they teach.
Detailed Course Content
1. Language background of Learners
• Varied language contexts of the learners – dialect, regional varieties and
standard language; significance of first language in learning
• Home language Vrs School Language – Transmission and movement:
challenges and strategies
• Understanding multilingual context -Challenges and strategies
2. Language in Classroom
• Nature of classroom discourse and significance of language
• Communication skills – promotion of oral skills through questions,
discussion, sharing and interaction
• Language across various disciplines and subjects – humanities and science;
Role of language in ensuring optimum learning in subject areas

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 39
pending approval of the same by the Universities.
3. Reading-writing connection
• Reading in different content areas for information and data gathering,
critical understanding; Strategies for developing reading skills such as
scanning, skimming, in-depth reading, note making
• Reading-writing connection in different content areas – Use of note making
for preparing a write-up, use of information gathering for summarizing,
• Writing for various purposes – preparing report, writing paragraph,
explanatory notes, expansion of ideas, presenting information in various
forms such as flow-chart, diagram, pie-chart, histogram
• process writing – generating / gathering ideas, drafting, revising and
finalizing
Tasks and Assignment s
Each student-teacher is required to submit assignment on any one of the following:

• Preparation of a report on language diversities of learners in a secondary grade with


strategies to address the cha llenges.

• Devising an action plan for developing the components (sub-skills) of reading / writing skill
of the learners at the secondary level

• Expansion of an idea / ideas from the secondary level texts and presentation of the same in
the form of flow-chart / pie-chart / tree diagram

Suggested Readings
Daniel, Larsen–Freeman (2010). Techniques and principles of language teaching
(2nd Edn.). Landon: Oxford University Press.
Kumar, Krishna (2008). The child’s language and the teacher – A handbook. New
Delhi: National Book Trust.
Lightbown, P.M. and Spada, N. (1999). How languages are learned. Oxford: Oxford
University Press.

Note : Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, 40
pending approval of the same by the Universities.

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