English in Schools

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[{"type":"txt","id":"rich_1487874529393","data":"The English language plays an important role in our national curriculum. It forms the base for all formal interactions and has become an informal yardstick of quality schooling. English has become so default in a country of 22 official languages, that almost every corner of every street in our cities are lit with signs written in English, the banners, boards, advertisements and even our names on the back of a shirt, all English in text and understanding. <\/p>So as a country of almost 2 billion, how well do we fare in teaching our future generations this inescapable language? To put it fairly and bluntly, not well enough. We still tackle English as a subject and not a language. It is still taught with formulas like mathematics and shortcuts like physics in schools with smaller infrastructure. This leads to a very boxed learning experience for non-native learners. These individuals take to English on a word by word transnational basis, making their opportunities limited in the real world. English cannot be taught in this way. To prevent this propagation, the one\u2019s teaching have to be advised of the ill effects first, before the system is changed for the learning student. Grammar is often answered by many using blind belief in rules and not by proper execution of sentence formation. I understand that these gimmicky rules could come in handy in some cases where the question is targeted at opposing common sense but at the same time, these rules will only help a student solve a question on paper, but never actually prepare him for an actual conversation. <\/p>One very potent and proven way of learning a language is by hearing and listening to it regularly. This is very evident in the case of school children who grasp on to every nuance and slang of a language subconsciously. It inadvertently becomes a part of their rhetoric in terms of dialogue and communication. This is why keeping good company at the early stages of schooling can make or break the outlook towards education in general or language in particular. <\/p>Languages are not all the same in terms of their structure or delivery. That is why for non-native speakers, drawing parallels with their mother tongue could be a double edged sword. It could help initially, making the learning experience easier by correlating similarities, but further along the path, the difficulties only pile up. What could be done is making English common place in the non-native speaker\u2019s life by constant interaction, communication and dialogue involving a regular two way conversation. This might be a bit difficult at the start but eventually, the learner picks up on the style of speech and the pauses involved in making of a good conversation. <\/p>But verbal learning isn\u2019t really the whole picture when it comes to learning a language. The scripture forms a very vital part of the learning experience. To be able to read, understand and reply all within seconds of seeing a sentence takes practice and a good grip of a the grammar and vocabulary involved. For most rural or underprivileged students, books are the primary sources of learning. This brings me to my next point, of reading good books. This is not something that lies with the school system alone but largely depends on the individuals drive to learn a language. School texts with a good selection of themed short stories or poetry could ignite interest in students to take up reading as a hobby. Reading good novels, poetry or watching good film even, helps improve on the thesaurus and the various methods of conveying abstract emotions such as anger sorrow, joy etc. <\/p>Only having an English medium school isn't enough to ensure a good teaching of the language. One has to factor in the atmosphere, the teacher's proficiency in the subject and also the reading material prescribed for the student. All these factor in when one is trying to learn English as a school student. <\/p>"}]

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