Nature
of the Subject
English being a medium of
communication should be viewed not just as a language but as an important skill
which has an impact across a wide range of subjects and real life situations.
It goes without saying that a good command over the language would have a
positive impact on not only inter-personal social skills but also determines
one’s ability to comprehend and solve complex problems. It is with this in mind
that we, as facilitators need to ensure that the learners have a good grasp of
the semantic and syntactical components as also the ability to communicate
effectively, express ideas effectively, comprehend all forms of the language,
spoken, written, and heard. To speak
effectively and be able to place ideas in a logical manner, to write
argumentatively and conclusively, to listen to what is spoken, picking out
crucial information, and to read effectively, understanding important ideas and
information are all important aspects of English as a subject. To say that
English only belongs to the domain of the language teacher is a fallacy because
it is a medium of instruction for different subjects and so has a definite
impact on all subjects taught through it.
Pedagogy
Definition
Note. Printed with
permission from National Board for Professional Teaching Standards, (Early
Childhood/Generalist Standards, 1998), www.nbpts.org. All rights reserved.
Content pedagogy refers to the
pedagogical (teaching) skills teachers use to impart the specialized
knowledge/content of their subject area(s). Effective teachers display a wide
range of skills and abilities that lead to creating a learning environment
where all students feel comfortable and are sure that they can succeed both
academically and personally. This complex combination of skills and abilities
is integrated in the professional teaching standards that also include
essential knowledge, dispositions, and commitments that allow educators to
practice at a high level.
Delineating effective practice and
recognizing those who achieve it are important first steps in shaping the kind
of teaching profession America needs. This is the core challenge embraced by
the National Board for Professional Teaching Standards (NBPTS). Committed to
basic reform in American education, NBPTS recognizes that teaching is at the
heart of education. In this light, the single most important action the nation
can take to improve schools is to strengthen teaching.
Reference:
National
Board for Professional Teaching Standards. (1998). Washington,
DC: Author. Available:http://www.nbpts.org/
In the Indian context
In India, the pedagogy of English
is based on mostly conventional methods and skills. However, with the introduction
of CCA or CCE, the method of teaching English has had to undergo certain
changes. The traditional methods included the conventional model reading in the
class, question and answer session, lecture method, drills, rote memorisation,
dictation of notes, brief explanation of grammar rules, and drills in grammar
topics. Now, pedagogy is about exploring different and more effective ways of
making teaching more student oriented, more interactive and effective. As such
more importance is given to interactive methods like discussions, debates,
learning by doing, experiential methods, and other activities like excursions.
Grammar is today taught not in isolation, but is integrated into the written
and read forms. Thus the C.B.S.E. has introduced the integrated and
communicative approach towards the teaching of Grammar. Thus instead of
teaching formal grammar and the learning of rules, we have exercises based on
editing, close-gaps, and omissions. Today the teaching of the subject includes
out of the box thinking, introduction of reading topics, novels, speeches, and
biographies which go beyond the prescribed syllabus. Suggested readings in
class tenth would include biographies of famous writers like J.K. Rowlings, Gandhi,
Nelson Mandela, a speech by President Obama,
a suggested reading of Dostoevsky’s Crime and Punishment as a preparation for a
debate on the Relevance of Capital Punishment as a means to curb crime. At the
class eleventh level, students have been given a list of a wide range of
written novels like Old Man and the Sea, and A Train to Pakistan, besides being
given a Research Based project for honing Higher order thinking and writing
skills.
Our Approach/Position on the subject at the grade eleven and grade
twelve levels
At the tenth and eleventh grade
levels, there has been a change in the approach towards the teaching of the
subject. While the lecture method is definitely out at both levels, student
participation is on the increase. However increased student participation has
to be modulated and controlled lest it should distract the session from the set
goals and objectives of the lesson. Similarly, linking of prescribed texts in
the prescribed syllabus is important as students query the relevance of reading
lessons out of context. For example, the relevance of reading the lesson Silk
Route in class eleven was questioned by students, so the teacher had to explain
the importance of travel literature including the importance of travelogues. On
being asked about the knowledge of students about historically important travel
accounts, students came up with the names of important Chinese Monks of the
Buddhist era like Fa-hien and Hiuen Tsiang. It has become important to link the
lessons to other subject areas like History and Commerce, Chemistry, Physics and
Biology! When the students join after the winter break, we plan to read Arthur
Miller’s The Crucible so that students are able to identify the theme of
McCarthyism, the challenge would be to link the play to some of the themes
relevant to us today.
The Picture so Far ( A comparison of the Common Core Standards, and
the Objective of teaching the English Core syllabus)
What Benchmarks do the Common Core Standards Set for the development of Reading, writing and spoken
skill in students of class eleventh and twelfth?
Writing Standards:
According to the Common Core
Standards for writing, a Note on range and content of student writing on page
41 suggests:
For students, writing is a key means of asserting and defending claims,
showing what they know about a subject, and conveying what they have
experienced, imagined and thought, and felt. To be college and career ready
writers, students must take task, purpose, and audience into careful
consideration, choosing words, information, structures, and formats
deliberately. They need to know how to combine elements of different kinds of
writing-for example to use narrative strategies within argument and explanation
within narrative-to produce complex and nuanced writing. They need to be able
to use technology strategically when creating, refining, and collaborating on
writing. They have to become adept at gathering information, evaluating
sources, and citing material accurately, reporting findings from their research
and analysis of sources in a clear and cogent manner. They must have the
flexibility, concentration, and fluency to produce high-quality first draft
text under a tight deadline as well as the capacity to revisit and make
improvements to a piece of writing over multiple drafts when circumstances
encourage or require it.
Note: It should be made clear
from the start that the context of teaching the English language in India is
different from that of the United States
of America because for the Americans, English is a first language, while for
many in India, English is a second language. Even where English is spoken
predominantly at home, the overall exposure is to a mixture of languages
including Hindi.
The C.B.S.E. sets very reasonable
standards for students studying the English Core Syllabus (Although there is an
Elective Syllabus too) which are listed in the form of a background note and a
list of objectives on page 36 of the Senior School Curriculum Main subjects
volume I Document published in the year 2011. The note on the Background reads:
For a large number or students, the higher secondary stage will be a
preparation for the university, where a fairly high degree of proficiency in
English may be required. But for another large group, the higher secondary
stage may be a preparation for entry into the world of work. The Core Course
should cater to both groups by promoting the language skills required for
academic study as well as the language skills required for the workplace.
It is clear, therefore, that the
standards set by the CBSE might vary from those set by the Common Core State
Standards for the very fact that for many, grade twelve in India might be an
exit point for those who want to take up a career directly and not go for
higher studies.
What are some of the standards for writing listed by the Common Core
State Standards for students of grade eleven and twelve?
The CCR anchor standards and high
school grade specific standards for writing (page 45) are listed as under:
1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant evidence.
a) Introduce precise
knowledgeable claim(s), establish the significance of claim(s), distinguish the
claim(s) from alternate or opposing claims, and create an organisation that
logically sequences claim(s), counterclaims, reasons and evidence.
b) Develop claim(s) and counterclaim(s) fairly and thoroughly,
supplying the most relevant evidence for each while pointing out the strengths
and limitations of both in a manner that anticipates the audience’s knowledge
level, concerns, values, and possible biases.
c) Use words, phrases, and clauses as well as varied syntax to link the
major sections of the text, create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and evidence, and between
claim(s) and counterclaims.
d) Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they are
writing.
e) Provide a concluding statement or section that follows from and
supports the argument presented.
2.Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
a) Introduce a topic; organize complex ideas, concepts, and information
so that each new element builds on that which preceded it to create a unified
whole; include formatting, graphics and multimedia when useful to aiding
comprehension.
b)Develop the topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the topic.
c)Use appropriate and varied transitions and syntax to link the major
sections of the text, create cohesion, and clarify the relationships among
complex ideas and concepts.
d)Use precise language , domain specific vocabulary, and techniques
such as metaphor, simile, and analogy to manage the complexity of the topic.
e)Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they are
writing.
f)Provide a concluding statement or section that follows from and
supports the information or explanation presented.
3.Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event
sequences.
a) Engage and orient the reader by setting out a problem, situation, or
observation and its significance, establishing one or multiple point(s) of
view, and introducing a narrator and /or characters; create a smooth
progression of experiences or events.
b)Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events, and/or
characters.
c)Use a variety of techniques to sequence events so that they build on
one another to create a coherent whole
and build toward a particular tone and outcome.
d)Use precise words and phrases, telling details, and sensory language
to convey a vivid picture of the experiences, events, setting, and/or
characters.
e)Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative.
4.Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose and audience.
5.Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
6.Use technology, including the internet to produce publish, and update
individual or shared writing products in response to ongoing feedback,
including new arguments or information.
7.Conduct short as well as more sustained research projects to answer a
question or solve a problem; narrow or broaden the inquiry when appropriate;
synthesise multiple sources on the subject, demonstrating understanding of the
subject under investigation.
8.Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the task, purpose, and audience,
integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a standard
format for citation.
9.Draw evidence from literary or informational texts to support
analysis, reflection, and research.
(Note: I have omitted sub sections a. and b. as I feel they are not
relevant to the Indian context)
10.write routinely over extended time frames and shorter time frames
for a range of tasks, purposes and audiences.
Standards Set by the C.B.S.E.
for Writing for students of eleventh and twelfth (English core):
Some of the objectives and
standards and expectations of reading standards for students of grade eleven
and twelve set by the C.B.S.E. are given on page 36 of the Senior School
Curriculum document suggest that the grade eleventh and twelfth students should
be able to do the following:
1.
Text-based
writing (Writing in response to questions or tasks based on prescribed or
unseen texts)
2.
Write
expository/argumentative essays of 250-500 words, explaining or developing a
topic, arguing a case, etc.
3.
Write
formal/informal letters and applications for different purposes.
4.
Write
items related to the workplace (minutes, memoranda, notices, summaries,
reports, filling up of forms, preparing CVs, e-mail messages etc.)
The fact of the matter is that
due to constraints of having to complete the syllabus on time, not much out of
the syllabus work can be given to students of grade twelve, and this is
especially because they are focussed on their board exams. However, a lot of
projects can be given in grade eleven which include doing a research paper on
some interesting topics which go beyond the syllabus. Last year, students of
grade eleventh did a research paper and they were marked on the basis of the
standards set by the Common Core document. Some of the areas they were marked
on included, coherence in writing, ability to write arguments to support
claims, ability to introduce topics, use of appropriate syntax ability to
provide a thesis statement and a concluding statement, ability to effectively
use technology to do research, and ability to stick to deadlines! All of which
are enshrined in the Common Core Standards document.
The Syllabus So Far
1. The writing of a short
composition of not more than fifty words out of a choice of Advertisements,
Notices, Posters, Invitations and so on. In this section weightage is given to
using the correct format, creativity, content (use of correct value-points) and
so on. The marks given to this section is 05.
2. A Report or a Factual
Description in about 100-125 words. This, is to some extent more complex than
the first unit. Report writing requires almost all of the skills mentioned in
the common core writing standards. Both report writing and factual descriptions
require use of narrative techniques, a variety of techniques to sequence
events, use of words, phrases, and clauses as well as appropriate syntax to
link major sections of the text. In case of report writing, students use the
inverted pyramid format, three sections format and they use the past tense
while reporting events that have taken place in the past. As far as the writing
of factual descriptions is concerned,
students are expected to perfect the skill of conveying complex ideas
and information clearly and accurately in many ways, and some could include
introduction of the topic, organising complex ideas, developing the topic
further and providing a suitable conclusion. The marks given to this unit is
10.
3.Letter Writing, both formal and
informal. This is a complex writing exercise and requires a strong knowledge of
the format and accepted conventions. A formal letter could be argumentative and
might require the writing of arguments to support claims or to put a force a
point of view. The student would have to be skilled in the art of making claims
and counterclaims…etc. The formal letter on the other hand might require a student
to simply write nothing but a factual description! Job applications, Bio-Data
writing and the writing of cover notes are also part of this unit on letter
writing. Some important letters in this
section include letters to the Editor, letters of complaint, letters to order
goods, letters to cancel orders…etc. Opinion writing can find its place in one
of the letters. The total marks given to this unit is 10.
4.Article Writing-125 to 150
words. This is a complex exercise which requires specific writing skills.
Falling back on the standards given in the Common Core Document, it would be
pertinent to underpin the fact that a good student should be able to transition
through an proper introduction, explanation and a suitable conclusion. He or
she should produce clear and coherent writing and draw evidence from literary
or informational texts to support analysis. Article writing may include opinion
writing, discursive writing descriptive writing or even factual descriptions,
and speech writing.
What can we do to help students hone their writing skills?
It is very important for teachers to help
students develop their writing skills. This can be done by giving students
challenging topics on which to write articles and essays. This exercise can
start from grade eleven itself, and students should be given projects in which
they would have to write longer articles. Last year, students of class eleven
in this school were told to do a research paper and marks were awarded for
sticking to the deadlines, citing of sources, avoidance of plagiarism, unity of
structure, the presence of a thesis statement and the presence of a sound
conclusion. Students were told to prepare multiple drafts of the same. Some
writing topics can be taken along with exercises on spoken English like
Debates, Speeches and so on. Report Writing can be made more contextually
relevant when the topics are linked to real life incidents or events witnessed
by the students themselves. Telling the students to read good literature might
help them develop an effective style of writing. Perhaps they could also be exposed to
discursive literature which will help them write better discursive articles! Arguing a point in opinion writing will help them a lot. The writing of a research paper in class eleventh
would help students go through the steps required to do a proper research.
Following up the same with a rubric which included values associated with
sticking to timelines, citing of sources, avoiding of plagiarism, introduction
of a proper theses statement, and a good conclusion would make the research
paper a better exercise in writing than the traditional projects which are in
essence nothing but an exercise in copy and pasting from material published on
the internet!
Reading Standards
A note of the range and content of student reading skills on page 35
of the Common Core State Standards reads:
To become college and career ready, students must grapple with works of
exceptional craft and thought whose range extends across genres, cultures, and
centuries. Such works offer profound insights into the human condition and
serve as models for students’ own thinking and writing. Along with high-quality
contemporary works, these texts should be chosen from among seminal…documents,
the classics of American literature and the timeless dramas of Shakespeare.
Through wide and deep reading of literature and literary nonfiction of steadily
increasing sophistication, students gain a reservoir of literary and cultural
knowledge, references, and images; the ability to evaluate intricate arguments;
and the capacity to surmount the challenges posed by complex texts.
Note: I have omitted some
portions from the note in order to make it more contextually relevant to the
Indian sub-continent.
What are some of the standards for reading listed by the Common Core
State Standards for students of grade eleven and twelve?
Further detailed standards for
reading have been given on page 38 of
the Common Core Standards as follows:
1.
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
2.
Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary of
the text.
3.
Analyse the impact of the author’s choices regarding how to develop and relate elements
of a story or drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed).
4.
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyse the impact of specific word
choices on meaning and tone, including words with multiple meanings or language
that is particularly fresh, engaging, or beautiful. (Include Shakespeare as
well as other authors.)
5.
Analyse how an author’s choices concerning how to structure specific parts of a
text (e.g., the choice of where to begin or end a story, the choice to provide
a comedic or tragic resolution) contribute to its overall structure and meaning
as well as its aesthetic impact.
6.
Analyse a case in which grasping point of view requires distinguishing what is directly
stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
7.
Analyse multiple interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry), evaluating how each
version interprets the source text. (Include at least one play by Shakespeare
and one play by an American dramatist.)
10.
By the end of grade 11, read and comprehend literature, including stories, dramas,
and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding
as needed at the high end of the range. By the end of grade 12, read and
comprehend literature, including stories, dramas, and poems, at the high end of
the grades 11–CCR text complexity band independently and proficiently.
Note: The 8th. and 9th.
standards have not been quoted here because of contextual relevance. Instead of
just American literature, Indian students should also be encouraged to read works
by Indian, Asian and even African writers.
Standards Set by the C.B.S.E. for
Reading skills for students of eleventh and twelfth (English core):
The C.B.S.E. has mentioned some
objectives for reading which are listed below:
1.
To perceive the overall meaning and organisation
of the text (i.e., the relationships of the different “chunks” in the text to
each other).
2.
To promote advanced language skills with an aim
to develop the skills of reasoning, drawing inferences, etc.
3.
To develop the capacity to appreciate literary
use of English and also use English creatively and imaginatively.
4.
Read and comprehend extended texts (prescribed
and non-prescribed) in the following genres: fiction, science fiction, drama,
poetry, biography, autobiography, travel and sports literature, etc.
The Syllabus so far:
For class twelve the reading
portion is covered under Section A of the unit/areas of Learning and Section C.
1.Section-I primarily is divided
into two unseen passages with a variety of questions including 03 marks for
vocabulary in the first, and 05 marks for note-making. The total length of the
two passages should be between 950-1200 words. The passages, according to the Senior
School Curriculum document of the C.B.S.E. should include two of the following:
a) factual passage, b) discursive passage, and c) Literary passage. The total
marks covered by this section are 20 Marks.
2.Section C-primary deals with
the students’ reading of prescribed literary texts in the form of short stories
and poems. The C.B.S.E. has including a novel as an addition to the range and
extent of reading material for students of class twelve. The distribution of
marks as per the given text books to test reading comprehension is giving as follows:
Flamingo
1)One out of two extracts based
on poetry to test comprehension and appreciation of poetry
2) Three out of four short answer
type questions from the poetry section to test local and global comprehension
of the text.
3)Five short answer questions
based on the prescribed prose lessons.
4) One out of two long answer
type questions based on the text to test global comprehension and extrapolation
of theme, character and incidents.
Vistas
5. One out of two long answer
questions based on the Supplementary Reader to test comprehension and
extrapolation of theme, character and incident.
6.four short answer questions
from the textbook.
Novel-The Hound of the Baskervilles
7.Novels have been a recent
inclusion by the C.B.S.E. across classes. For Class Twelve the prescribed novel
is Hound of The Baskervilles. Students who have read the novel will be assessed
in the Twelfth Grade Board exams in areas associated with the plot of the novel
and characterisation. Two long answer type questions will have to be answered
by the grade twelve students, including one question on the plot which will be
of about 150 words and of 8 Marks, while
another question on Character will be of 7 Marks.
What can we do to help students hone their reading skills?
Looking at the fact that English
in India is taught as a second language for most of the students, it is
important for students to come across different genres of writing. The type of
comprehension passages given to students for practice should be varied. It is
not just the length of the passage that matters; rather it is the complexity of
the language and the use of a wider range of words that makes attempting
questions on the comprehension passage more challenging. Students should also
be made to read non-fictional material like treatises, essays, and even research
papers, and even seminal Indian documents. The range of reading materials in
terms of genre and complexity should be increased. Also, the absence of a good
play in class twelve and eleven reduces the exposure of the student to some
good plays, especially those written by Shakespeare! Perhaps exposing students
to a variety of reading materials and then giving them questions which require
a high degree of analysis and interpretation could help improve the reading
standards in students. Students should be exposed to good literature, classics,
and good journals. A reader with good reading skills would able to evaluate
intricate arguments and descriptions irrespective of his subject area; he would
be able to read a scientific journal with as much confidence as a treatise on
the freedom of speech in the twenty-first century!
A Few more Suggestions for Improvement
1. It is clear that there is a
lot of scope for improvement as far as developing the reading and writing
skills of students of grades eleventh and twelfth are concerned! First and
foremost I would like to suggest the incorporation of general and specific
learning objectives from the Common Core State Standards by teachers of English
in the daily lesson plans. The inclusion of these objectives will help teachers
as well as students focus on core areas and skills in writing and reading. A
lot needs to be done to improve the reading and writing standards of students
studying English in Indian school. In many cases throughout various schools, it
has been observed the objectives and standards for each task are given lip
service with the result that neither the students nor their teachers are aware
of what the learning outcomes should be, what the student will achieve at the
end of the lesson.
2. Encouraging students to read a
wider range of literary texts, including non-fictional texts, like travelogues,
brochure, discursive essays, scientific journals ( I would suggest National
Geographic, American Scientific among others) would go a long way in not only
increasing the vocabulary of the students, but also exposing them to different
styles and genres of writing. Students will learn how to develop ideas, argue
points, and make accurate descriptions only after they have sampled some of
these in the form of a wide sample of reading texts. Libraries should be
equipped to offer students a wide choice of literature.
3. Fiction including all the
genres, novels, poems, and drama play a very important role in developing the
language skills of the learner! Classical literature holds an important place
in the study of languages because of its long standing appeal and the fact that
classical literature deals with some of the timeless themes and core issues
dealing with the human predicament and existence. An exposure to a variety of
genres, styles of writing, and literature
from all over the world will definitely enrich the students portfolio of
experiences! Students should also be encouraged to read some of the works of
good Indian writers which are contextually relevant and to which students can
easily relate to!
4. Students should be encouraged
to write, write, and write. The adage, “practice makes a man perfect” stands
true as far as developing the skill of writing is concerned. The writing of
multiple drafts tedious though it might seem is a step in the right direction!
Students need to be given an exposure to the writing of different forms of
composition including official as well
as informal forms. Students should be
exposed to writing exercises which include letters both formal and informal and
informal forms, report writing using the inverted pyramid format, writing of
brochures, travelogues, essays and articles and
which are descriptive, discursive, and opinions, speeches and debates.
It goes without saying that some
these writing exercises should be based on templates and rubrics from the
earliest grades. The six in one traits in writing should be given due
importance. Stress on developing reading and writing skills should be given
from the earliest grades.
5. Research writing is the
culmination of the discursive and descriptive skills of students studying
English in schools of India. Following specific steps which include the
synopsis, intent of study, framing of hypotheses, writing of the bibliography
and indices will help the student develop his/her writing skills.
6. Creative writing is an open
ended exercise in which the student is allowed the freedom to express
himself/herself in any way he or she would like. Creative writing skills should
be inculcated at lower grade levels including grades fourth to eighth.
