Language Teaching: Refashioning the

Role of the English Teacher

Smita John
Assistant Professor
Department of English, Govt. Arts and Science
College, Trithala, Palakkad, Kerala, India
smitajohn2930@gmail.com

Abstract
Language is the unique phenomenon that man uses to
communicate various life experiences, information, feelings,
moods or ideas. The system of morphemes and phonemes
within it make an utterance meaningful. Debates over the
strategies to be implemented in the acquisition of a language
have reached its zenith during the modern times. Language
learning should be a natural process and proficiency in the
different skills of the language is significant. Language
acquisition device (LAD) and the age of the learner is
significant in language learning. Proficiency in a language
can vary according to the need of the learner- Second
language (L2) or foreign language (FL). Different genres of
literature can be used as a means to imbibe language. The role
of the teacher in teaching a foreign language like English at
different levels is highly demanding. Progressive modern
teaching is activity based, skill oriented and demonstrative
giving emphasis to uniqueness and creativity of the learner.
The recent developments in Stylistics and language proposes
the emergence of a new discipline. In this technologically
advanced world, the role of the teacher has to be refashioned
to suit the scenario. Innovative strategies should be
implemented to engage the learner at graduate level so as to
arouse his/her creativity to emerge successful in practical life.
Keywords: language acquisition, progressive modern teaching,
innovative strategies, intersemiotic translation

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Introduction

Early man who lived in caves, ate raw flesh and communicated
through gestures has today reached the zenith of development. In the
present scenario, the whole world is a digitalised globe which is closely
knitted by modern means of communication. Language is the peculiar
unique phenomenon that man uses to communicate with each other.
Signs and symbols are used to communicate with each other. English
language which is a universally accepted link language has much to do
with9 realizing the dreams and aspirations of progressing nations.

Competence is the native speaker’s innate knowledge of the language

that enables him to use it Shukman (1977). The first few years of life is
very significant in language learning. A natural learning environment
contributes much to language learning. A baby articulates speech like
sounds by the month of seven. Language acquisition is a natural
process and the child’s needs motivate him to produce speech sounds.
Children remain very skilled at learning the inbuilt grammatical
structures of a new language. Learning a L2 is easier early in life. The
LAD is a controversial claim from language acquisition research
proposed by Noam Chomsky in the 1960’s. LAD and the age of the
learner is significant in language learning (Antony, 1993).

Natural learning environments are places where children live, learn and
play. School is an extended home for a young kid who goes to a
student-friendly, activity-oriented school atmosphere. Optimal learning
environments begin with a positive, productive school climate or
campus environment and provide intellectually and emotionally safe
stimulating learning environment where he is free to express his/her
creativity.

The ‘gurukul’ system of education with the guru (teacher) as the centre
of the institution and the disciples who were trained usually resided at
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the residence of the guru or in a premise next to it. The material for
study and the methods to be adopted were all decided by the guru and
given at a pace to suit the individual. The guru was the source of all
knowledge and the disciples gained it through face to face interaction.
Later through the popularisation of education schools sprang up in
association with religious institutions. The universalisation of
education later paved the way for new schools and universities under
Government administration. Education became more organised and
systematic with a graded curriculum and innovative scientific
strategies.

The introduction of English language brought about a great change in

the educational scenario as well as other social spheres. English
language as a first language (L1) was later taught in schools and
colleges and the competency and skills of some of the learners
sometimes matched that of native speakers. It ranged from no
competency at all to native like competency. The role of the teacher in
developing this competency is commendable. Only a teacher who has
native-like competency and understands the learner can teach English
effectively in a natural environment. The strategies to be employed by
a language teacher should suit the age and level of competency aimed
at. Grading of structures and vocabulary and strategies employed are
significant. The language teacher is no more a provider of knowledge
introducing new grammatical structures and employing practice
exercises to make pupils perfect, nor is he/ she an interpreter of poems
and prose. Today, the teacher is not the primary source of knowledge
and information for the students. The role of the language teacher at all
levels has to be refashioned so as to cater to the needs of the present-
day scenario. The new strategy implemented should be student friendly
and activity oriented which sustains their interest. It should motivate
the students for creative efforts to nourish their development. This

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paper discusses the emerging role of the language teacher at graduate
level to make language and literature study a celebration of ideas.

The role of the teacher

The role of the teacher from primary through middle school,

high school, higher secondary to graduate level is significant in
developing competency in the language. The teacher uses the graded
text books to transact language through graded grammatical structures
and vocabulary. The four skills have to be given significance at all
stages of the teaching-learning process. Planning is significant part of
the teaching process. Proper motivation and activity-oriented class
rooms contribute much to language learning. Activity oriented student-
centred strategies should be employed. E-resources should be
appropriately used to enhance their knowledge. Creative thinking, as
Richards and Rodgers (2014) have pointed out, of the learners should
be appreciated. Suitable language pedagogy which is interesting and
instil research aptitude should be implemented. Appropriate evaluation
techniques to evaluate all the skills of language should be carefully
selected.

Issues faced by the English language teacher

The teacher finds it difficult to train the student in speaking skills

when it is often neglected in the curriculum. Mother tongue
interference at lexical and phonological levels are a hindrance to
language teaching. Completing a huge syllabus is often a burden for a
language teacher. Lack of interest on the part of the learner is yet
another difficulty faced by the teacher. Policies of the government are
sometimes not in par with our teaching methods. The National
Education Policy (NEP) 2020 which introduces language teaching at a
higher age is a hindrance to the language learner and teacher as
language learning is at its best during early childhood. The teacher
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finds difficulty in creating a natural learning environment as all the
other subjects are taught in the mother tongue.

Factors to be considered in teaching English as a first, second or

foreign language

The knowledge in another language as in mother tongue is like

possessing another soul. It has the added advantage of being more
comfortable in communication as well as more sociable and culturally
enhanced. The language competency of the teacher and the awareness
of the of the student needs are significant. The learning objectives and
level of competency to be acquired are to be kept in mind by the
teacher. Teaching techniques have to be refashioned to suit the interests
of the pupil community. Audio -visual aids can effectively be used for
class room transaction. Vocabulary building can be done through
language games and other class room activities. Enquiry based student-
centred learning should be initiated by the teacher. Kinaesthetic
learning should also be included. Flipped classroom activities
sometimes prove useful in language transaction. Interactive learning
environment where the educator guides students as they apply concepts
and engage in creativity is significant. Overuse of technology should be
avoided. At graduate level students should be confident in the four
skills of language learning to face any interview or job oriented
competitive examination. A good knowledge in English language is an
added advantage for Higher studies and research in any subject.

Transacting different genres of literature at graduate level

Effective modes of transaction ought to be used for different genres,

like poetry, essays, drama, fiction, short story, travelogue, biography,
autobiography and letters. The innovative strategies employed for the
different genres should also be based on the objectives of the
curriculum and of the specific units. Essays are transacted differently at
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elementary, middle school, high school, higher secondary and graduate
level. Different kinds of essay writing techniques with suitable
examples can be discussed in the graduate classroom. Suggestions for
extra reading and links can also be provided. Discussions on the topic
can later be initiated as an interesting class room activity so that all the
four skills can be involved in the process. Note making can be made an
essential part of such activities so that it can be documented for internal
assessment with recorded data. Continuous evaluation can be done
effectively by the teacher by grading the students on the basis of their
performance. Narrative techniques can be used effectively with the
participation of the students. The concept of modern class room as a
stage and the teacher as a performer can be effectively used for
transacting plays. Enacting a part of the play can be a thrilling learning
activity for the students. Recitation of poems and speeches can be a
graceful class activity. Discussions on cinema and other branches of
culture related to literature can be conducted fruitful. Literary Theory
and study of the ages of literature can be made thorough by conduction
of quiz competitions to motivate the learners. Study becomes fun filled
activity which boosts their confidence. Difficult as well as easy
questions can be included to motivate the learners at different levels.
Different art forms can be brought in to make literature study
interesting by presenting intersemiotic translations of the same.
Activity-oriented, student-centred programmes with the teacher as
facilitator will surely enhance the quality of a language class room.

Progressive modern teaching techniques employed at graduate

level

The individuality and creativity of the learner should be taken into

account while assigning learning tasks. A student- centred method of
learning by doing can be adopted even at graduate level, but it should
suit their age group and interests. Creating a natural environment for
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communication in the target language is of prime importance. Students
should be encouraged to speak freely and their mistakes if any be
corrected in a manner that does not dissuade them from
communicating. The four language skills listening, speaking, reading
and writing should be given equal importance as the proficiency in a
language is measured in terms of the four criteria. The teacher should
be democratic in his/her approach and ensure participation of all the
students. The differently abled must be given an opportunity to perform
in areas of their interest and should never feel marginalised. Gender
equality should also be an area of concern when classroom activities
are conducted. E-resources and E-platforms have been successfully
used especially during the days of the pandemic and this is likely to
affect the educational culture in post-Covid days too. Too much of
Online programmes and resources are likely to create serious health
hazards and makes students mechanical and dull. A multitude of
resources are available for the learner. The teacher is no more the only
source of knowledge as it was in ancient times and so the teacher is to
refashion him/her self to suit the age and culture. We are training
international citizens who ought to be skilled in an international
language as well as soft skills to meet the demand of the day.

A properly designed curriculum with well-trained, skilled teachers can

surely work wonders to create universal citizens. A student centred,
activity- oriented learning process can reduce stress and improve the
mental and physical health of students. Colleges can serve as centres of
excellence and fulfil a great mission by sharing of resources. Group
discussions, quiz, seminars, debates, radio and television mock
programmes based on curriculum, mock interviews, hand written class
room magazines, creative writing, academic writing are all part of class
room activities. These activities are used to transact the curriculum in
an effective and interesting manner. The application of soft skills they
study as part of curriculum is brought to application level when
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creating audio -visual aids and conducting mock television and radio
programmes. News reading and reporting are yet other activities which
contribute much to their linguistic abilities as well as building their
general knowledge for competitive exams. The guidance for a strong
foundation for National Eligibility Test (NET) by UGC, other
competitive exams and exams conducted by the Kerala Public Service
Commission is also provided based on their career aspirations.
Gandhiji’s words ‘True education must correspond to the surrounding
circumstances or is not a healthy growth’ is really inspiring for any
teacher to facilitate his students. Evaluation of the activities can be
done effectively by the teacher and recorded as part of internal
assessment.

A real experience to share

Government Arts and Science College, Trithala in a small township

in Palakkad in Kerala gained the attention of the public and media by
conducting a Literary Festival ‘arc n ciel 2020’ hosted by the
Department of English, where the students came out in rainbow colours
to exhibit their talents. The college campus situated on the banks of the
Bharathapuzha with its limitations in infrastructure served as a centre
of excellence and provided a variety of linguistic and cultural
experiences to the students of the institution as well as the
neighbouring higher secondary, high school students and teaching
community. It was really a ‘dream come true’, a fascinating experience
for the students. The exhibition ‘Jalaka’ which was a part of the
Festival attracted spectators in large numbers. The exhibits related to
the syllabus and curriculum of English language and literature
displayed the infinite variety and creativity of the participants. It
boosted their confidence and motivated them to become self- reliant.
Great organizational skill of the students was also evident. The Quiz
with the title ‘A Look Through the Ages’ was very informative was
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another highlight of the festival. These were all actually extended class
room activities which ensured the delightful participation of the
students. Recitations, speeches, poems, songs, dance performances all
added to the elegance of the event. The differently abled students were
the best performers in a few events. An intersemiotic translation
[translation of literature to art form, as pointed out in Patricia (2019)] of
Shakespeare’s ‘Macbeth’ was presented as a dramatic performance as
mime which excelled in quality and won high accolades. This was a
novel attempt in Intersemiotic Translation by the second-year students
of English optional. The process they underwent by re-reading the text,
selecting a suitable portion to be enacted, writing the script, adding
music, casting, making technical innovations and then presenting it
successfully before an audience was really a fantastic learning
experience. The students were so involved and excited to be a part of
the literary Festival which was a grand success. The multi-talented
youngsters created miracles out of nothingness to make the audience
wonderstruck.

The State and Central policies of education

The NEP of India 2020 approved by the Union Cabinet on 29 th

July 2020 outlines the vision of India’s new education system. The new
policy replaces the 1986 policy and introduces a number of innovations
for future India in the educational scenario. The introduction of four-
year interdisciplinary courses and the aim to increase the gross
enrolment ratio in higher education sector including vocational
education are all welcomed and hope it would transform the lives of
millions of Indians. The language policy adopted by the NEP 2020 that
until grade 5 or preferably under grade 8 the mother tongue or local
languages should be the medium of instruction in schools is
embarrassing for an English language teacher who expects to teach the
language in a natural environment and teach the student in early
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childhood when language learning process is much easy. The student
centred, activity-oriented strategy employed by the State Council for-
Educational Research and Training has been of immense help to train
students in language learning and evaluation criteria is the only
hindrance to the attainment of proficiency in language in schools in
Kerala.

Conclusion

English language teaching and the changing role of the language

teacher is a topic to be discussed with proximal interest. The teacher is
no more the prominent all-knowing source of knowledge alone. Our
students are living in an era where Internet resources provide any
significant information of their choice at their fingertips. The teacher
should refashion himself/herself as a facilitator, guide, motivator,
mentor and friend to facilitate learning. Learning should be made
interesting and functional with maximum peer group interaction. The
competency of the teacher as well as the updating of new strategies for
teaching is consequential in this mechanised world.

References

Antony, A. (1993). Teaching of English as a Second language in India.

Anshu Computer, Meerut, 8-47.
Shukman, A. (1977). Literature and Semiotics: a study of the writings
of Yu. M. Lotman. North-Holland Pub. Co.,(3):69-72.
Richards , J. C. and Rodgers T. S. (2014). Approaches and Methods in
Language Teaching, Third edition, (1):1-9.
Patricia, F. (2019). Applied Linguistics in the Real World. (12): 158-
169. 10.4324/9780429032219
New Education Policy 2020 HIGHLIGHTS: HRD Ministry New National
Education Policy Latest News, MHRD.
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