PRACTICES IN TEACHING ENGLISH AT SECONDARY SCHOOLS: APPLICABILITY AND PROPOSITIONS

Akkas A. Ahmed
Assistant Professor (Contractual), Barpeta Howly College, Howly, Barpeta,
Assam, India

ABSTRACT
English language teaching-learning has been one of the major issues in modern educational set up, particularly in secondary level as this level is ideally the base for further studies to be continued in English. Just after the passing of secondary classes English becomes the compulsory medium in almost all areas of education. So, the learning of the language effectively is a must and has a lot to do simultaneously for the next stage. The effective learning of English depends on learners’ active participation, teachers’ effective way of teaching and a comfortable classroom to support the teaching-learning strategies. Teaching-learning is successful only when teachers are satisfied with the output they witness after initiating multiple teaching practices and students with learning benefit through cooperation. Of course, in this regard, classroom dynamics have greater impetus. This research article has an attempt at studying and assessing teaching-learning strategies in order to find out their applicability and also to forward possible suggestive implications for conducive teaching-learning.

Key words: English Language Teaching, Modern education, Learners’ participation, Comfortable classroom, Classroom dynamics

1.   Introduction
Teaching English has been one of the major issues at secondary level as this level is ideally the base for further studies to be continued in English. Just after the passing of secondary classes English becomes the compulsory medium in almost all areas of education. So, the learning of the language effectively at this stage is a must and has a lot simultaneously to do for the next stage. Agnihorti and Khana (1995) opined that the effective learning of English depends on learners’ active participation, teachers’ effective way of teaching and a comfortable classroom to support the teaching-learning strategies. Of course, in this regard, classroom dynamics have greater impetus.


The history of English language teaching witnesses that the teaching practices along with the language itself had/have undergone many acceptances and rejections in secondary classrooms. Very recently, the language acts of 1963 and 1967 also reinforced the position of English in our country. English, the Associate official language of our nation, has now taken up a compulsory position in secondary education. There have been language teachers’ development programs at various levels by different agencies/organizations/institutions throughout the country. But the effect of all these are not proportionate and even the degree of which is different from schools to schools. We can realize that teaching English at classrooms of particularly rural setting has been a tantalizing experience for teachers since last 20 to 25 years. Modern technologies have entered the classroom where both physical and intellectual capacities fail to accept them easily. So, it is the call of the hour to make a study to find out the deciding factors, issues behind the success or failure of teaching practices (Ahmed, 2015).

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