CHALLENGING THE ONE-SIZE-FITS-ALL APPROACH IN LANGUAGE LEARNING MATERIALS

Princy Pappachan

Abstract


The paper attempts to challenge the ‘one-size-fits-all’ approach in curriculum-textbook formulation and to identify language learning materials for students in India. The paper focuses on the different languages scenario that exist in the teaching- learning environment with special reference to education in rural India. Though English has become a global language at the academic, social and political front, there is a wide disparity in the use of English language in India. As a multi-lingual country, India is also host to many languages (scheduled languages, regional languages and minority languages). Often in the quest for education in English, mother tongue gets neglected which in turn hampers the student’s language proficiency in L1 and L2. The researcher points out the need to address these concerns to aid education development through document analysis and empirical data. Presently, the priority should be to modify the curriculum to a multilingual curriculum by including learning materials in mother tongue including minority languages and to provide instruction in the same. The question of how far the standardized curriculum that was implemented with the aim to increase parity across the educational system has worked is also addressed.


Keywords


one-size-fits-all approach, educational system in India, national curriculum framework, rural education

Full Text:

PDF

References


[I] Annual Status of Education Report (Rural) 2005. (2006). New Delhi: ASER Centre.

[II] Annual Status of Education Report (Rural) 2006. (2007). New Delhi: ASER Centre.

[III] Annual Status of Education Report (Rural) 2014. (2015). New Delhi: ASER Centre.

[IV] Annual Status of Education Report (Rural) 2016. (2017). New Delhi: ASER Centre.

[V] Annual Status of Education Report (Rural) 2018. (2019). New Delhi: ASER Centre.

[VI] Annual Status of Education Report ‘Beyond Basics’ (Rural) 2017. (2018). New Delhi: ASER Centre.

[VII] Annual Status of Education Report ‘Early Years’ (Rural) National Findings 2019. (2020). New Delhi: ASER Centre.

[VIII] Aslrasouli, M. (2012). Challenging One-Size-Fits-All Approach in ESP Material Design: Insights from Iran & India. Procedia-Social and Behavioral Sciences, 69, 1374-1382.

[IX] Bauml, M. (2016). One size never fits all: Teachers’ responses to standardized curriculum materials and implications for early childhood teacher educators. Journal of Early Childhood Teacher Education, 37(1), 76-95.

[X] Berry, Vivien. (editor). (2013). English language learning outcomes at the primary school level in rural India. English Impact Report, 33. British Council.

[XI] Bhattacharjea, S., Wadhwa, W., & Banerji, R. (2011). Inside Primary Schools: A study of teaching and learning in rural India. ASER and Pratham Mumbai Education Initiative.

[XII] Brahmanandam, T., & BosuBabu, T. (2016). Educational status among the scheduled tribes: Issues and challenges. Journal of Politics and Governance, 5(3), 57-66.

[XIII] Census of India (2011). Language: India, state and union territories. Paper 1 of 2018. New Delhi.

[XIV] Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire (Vol. 23). Multilingual Matters.

[XV] Daripa, S. K. (2017). Tribal education in India: Government initiative and challenges. International Journal of Research in Social Sciences, 7(10), 156-166.

[XVI] Dutta, D. U., & Bala, D. N. (2012). Teaching of English at primary level in government schools: Synthesis Report. Sarva Siksha Abhiyan. New Delhi: NCERT

[XVII] Eighth All India School Education Survey (as on 2009). New Delhi: NCERT

[XVIII] Fields, B. A. (2000). The teacher and student diversity: The one size fits all approach. In Australian Association for Research in Education Conference, Sydney.

[XIX] Genesee, F. (2008). Early dual language learning. Zero to three, 29(1), 17-23.

[XX] Genesee, F., & Geva, E. (2006). Cross-linguistic relationships in working memory, phonological processes, and oral language, Chapter 7. Report of the national literacy panel on K-12 youth and adolescents, 169-177.

[XXI] Government of India. (2018). Handbook on social welfare statistics. New Delhi.

[XXII] Government of Kerala. (2007). Kerala Curriculum Framework 2007. Thiruvanathapuram: SCERT.

[XXIII] India. (2011). Census of India 2011 Provisional Population Totals. New Delhi: Office of the Registrar General and Census Commissioner.

[XXIV] Kachru, B. B. (1986). The power and politics of English. World Englishes, 5(2‐3), 121-140.

[XXV] Kaur, R. (2013). Rural education in India. Compare Infobase Limited New Delhi Office Retrieved on June, 28, 2016.

[XXVI] Literacy and Education (2016). Women and Men in India. pp: 37-56. Retrieved from http://mospi.nic.in/sites/default/files/reports_and_publication/statistical_publication/social_statistics/WM16Chapter3.pdf

[XXVII] Macaulay, T. B. (2003). Minute on Indian education. Archives of Empire, 1, 227-38.

[XXVIII] Manoj, E. M. (2019, November 9). School lessons in mother tongue, a first for tribal children. The Hindu. Retrieved from https://www.thehindu.com/news/national/kerala/school-lessons-in-mother-tongue-a-first-for-tribal-children/article29925820.ece

[XXIX] Mohanty, A. K., Mishra, M. K., Reddy, N. U., & Ramesh, G. (2009). Overcoming the language barrier for tribal children: MLE in Andhra Pradesh and Orissa, India. Multilingual education for social justice: Globalising the local, 278-291.

[XXX] Nair, Preetha. (2020, June 27). Kerala a class apart: virtual learning reaches out to tribal students in local dialects. Outlook. Retrieved from https://www.outlookindia.com/website/story/india-news-kerala-to-reach-out-to-tribal-students-with-virtual-classes-in-local-dialects/355562

[XXXI] National Council of Educational Research, & Training (India). (2005). National curriculum framework 2005. New Delhi: NCERT.

[XXXII] Pinar, W. (Ed.). (2015). Curriculum studies in India: Intellectual histories, present circumstances. Springer.

[XXXIII] Riches, C., & Genesee, F. (2006). Cross-linguistic and cross-modal aspects of literacy development. Educating English language learners: A synthesis of research evidence, 64-108.

[XXXIV] Ringbom, H. (1980). On the distinction between second-language acquisition and foreign-language learning. AFinLAn vuosikirja, 37-44.

[XXXV] Sahu, K. K. (2014). Challenging issues of tribal education in India. IOSR Journal of Economics and Finance (IOSR-JEF), 3(2), 48-52.

[XXXVI] Salmona Madriñan, M. (2014). The Use of First Language in the Second-Language Classroom: A Support for Second Language Acquisition. Gist Education and learning research journal, 9, 50-66.

[XXXVII] Seventh All India School Education Survey (as on 2002). New Delhi: NCERT.

[XXXVIII] Sixth All India School Education Survey (as on 1993). New Delhi: NCERT.

[XXXIX] State of Literacy (2011). pp: 97- 136. Retrieved from https://censusindia.gov.in/2011-prov-results/data_files/india/Final_PPT_2011_chapter6.pdf

[XL] Status of Literacy (2011). Census of India 2011. New Delhi. Retrieved from https://censusindia.gov.in/2011-prov-results/data_files/mp/07Literacy.pdf

[XLI] The Indian linguistic space. (n.d.). Retrieved from https://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/languagebr.pdf

Trends Over Time 2006- 2014. (2015). A supplement to ASER 2014. New Delhi: ASER Centre.


Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2020 INTERNATIONAL EDUCATION AND RESEARCH JOURNAL