Teaching English in India
- Available for pre-order. Item will ship after July 22, 2021
This book situates the teaching and learning of language in general, and English in particular, within the socio-cultural context of India. It engages with current scholarship in literacy studies, and the pedagogies of language acquisition and learning.
The volume discusses the cultural, discursive and socio-political functions of language education and the teaching of English in Indian schools. It examines the importance of adopting flexible pedagogical and multimodal strategies in teaching vocabulary, grammar, literary genres like fiction, poetry and drama, rhetorical discourses, and communicative English to learners for whom English is not one of their home language(s). It also discusses pragmatic approaches to curriculum design for communicative competence and critical literacy, rooted in theoretical principles of language education. The authors analyse issues relevant to second language acquisition, ELT studies, emergent, adult, and critical literacies, and critical pedagogies in language and literature.
Written in an accessible style, the book comes with case studies, exercises and additional references to support independent exploration of the fields. This book will be of interest to students and teachers of language, literature and education, as well as teachers and educators in schools and universities. It is also of relevance to policymakers, NGOs, and public and private sector bodies who work in the fields of language and literacy.
Table of Contents
List of Figures. List of Tables. Acknowledgements. Foreword. Series Editors’ Note. List of Abbreviations. Introduction. 1. The Notion of Language: An Overview 2. Language and Policy English Studies in India 3. Language Acquisition and Language Learning: An Overview 4. Perspectives and Approaches to Language and Literacy 5. Teaching of Language - I (Communicative English) 6. Teaching of Language - II (Language through Literature) 7. Teaching Literature Fiction, Poetry and Drama 8. Assessment and Evaluation for Language and Literature Postscript. Further Reading. Index.
Nishevita Jayendran is Assistant Professor of Language and Literature at the Centre for Education, Innovation and Action Research (CEIAR), TISS, Mumbai, where she teaches and consults on language education, literacy, materials design, creative writing and discourse analysis. Her research and publications span the domains of critical literacy, critical pedagogy, literary criticism, representation and culture studies.
Anusha Ramanathan teaches courses on assessment, instructional design, language education, literacy and mentoring and co-anchors blended and online CPD programmes at CEIAR, TISS. She has vast experience as content developer, curriculum consultant, department-head, editor, syllabus designer, teacher educator and (visiting) faculty for language, literature, management and media studies. Her research interests include assessment, culture studies, ed-tech, ELT, literature, media studies, policy and teacher education.
Surbhi Nagpal works in the areas of Language Education and Teacher Professional Development (TPD). She has designed and implemented online and blended courses in language education at the CEIAR. She has worked as a teacher, teacher educator and a researcher in the past and her research areas include teacher professional development and ELT.