Teaching-Learning Theories, Classroom Practices and Learning Outcomes: The Case of English Teaching in India
Simon G. Bernabas
Associate Professor, PG Department of English, Ahmednagar College, Ahmednagar, Maharashtra
Keywords: Learning theories, Learning outcomes, English teaching in India, ELT in India
Abstract
India was ‘fortunate’ enough to introduce English teaching almost at the same time as the language began to be taught in England. Since then, our country has never lagged behind in importing the teaching-learning theories developed abroad. While the argument for and against the introduction and teaching of English is still raging, India has consistently produced, for nearly two centuries, a very large number of English-literate people with highlyvarying degrees of proficiency in the language. The vast differences in proficiency is really alarming, according to serious educationists, researchers, academics and surveys. It appears that for most centers of education in our country, the teaching of this language has become a ritual. This is not to underestimate the commendable progress that some educational institutions, far away from metropolitan areas, are making in imparting the four basic skills of English, especially through a judicious use of multimedia technology, to the students. Some of the issues that the present paper raises are: Does the main cause of the decline of English teaching in India rest on poor teachinglearning methodology? Why do we find vast differences in the classroom practices of teaching English? Do we need to blame the teaching-learning theories adopted in our country from time to time or do we have to blame the shifting language planning processes that clearly suggest political inclinations and partisanship? And, lastly, should we focus entirely on the teaching of skills or should we also consider English as a means for students’ empowerment?
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