Advantages And Disadvantages Of Teaching English In Gujarat

After independence in 1947, India adopted Hindi as its national language and decided to make it an official language too. But in a multilingual country like India, establishing an official language was not an easy task. There were, however, several problems with selecting Hindi. After independence, the hatred feelings for British rule indulged with English languages, it reminds Indian mass of the colonial rulers. However, there was also a section of people who believed that the English language has contributed somehow in the freedom struggle of India and is having the capacity to do much good for independent India too. The difference in opinion of these two sections of Indians was one of the causes of language dispute. All these had created

Review: Chitre (1999) and Dubey (2003-04), have said that there is a need to provide effective teaching at Secondary Level because in English as well as Gujarati medium schools of Gujarat state, there are several problems regarding English teaching- learning problems as students come from Gujarati background.

The growth of English in India is well explained by Timothy J. Scrase in the following words:

The specific criteria showed that the teachers put emphasis on the general communicative ability of speaking and meaningfulness of interactions.

There are plenty of teaching methods that are used to teach a language, they developed over the years and centuries, in this essay two well-known teaching methods will be discussed, their principles, their advantages, and their drawbacks, these methods are Grammar Translation Method and The Direct Method.

Key words: Role of English teacher- language skills- task based activities- Challenges in English language teaching- solutions etc

English is a widely accepted language in the scenario of today. It has become ‘global language’ and we can say has often been referred to as, the lingua franca of the modern era. English as a second language is currently most often taught around the world. In India, the purpose of English is not only for to make communication with the outside world, but also for within inter-state. There is the great ethnic and linguistic diversity. Because of the great diversity within our nation, English as a language played a significant role as an indispensable ‘link’ language. With the tremendous revolution in the Information Technology sector, various software and operating systems have been developed in the English language and English has become a great medium for written and oral communication. Due to communicative and educative value which English as a language has achieved and established itself as the world’s most important language. The world has recognized its

In the contemporary world, English language has a comprehensive usage and regarded as a lingua franca that acts as a communication bridge between the speakers who speak different native languages . However, it is quiet challenging to teach this language effectively especially to those who speak English as a second or foreign language.

Teaching of English has started from the primary level and the competency would be observed in future generation. It beaconed the need towards the learning of English language which required the

I will highlight in this research precisely at how to avoid the lack of communications in the classroom by clarifying the big rule of Communicative language teaching (CLT) in both, improving communications skills and creating the best field of practicing new vocabulary, grammar rules and pronounce words correctly.

Perhaps the most dramatic the development that has taken place in the field of English language teaching in the last 50 years has been the shift in its primary function.. from being mainly the native language of nations such as the UK or USA, to being mainly a global means of communication. The speakers of English whose L1 is another language already vastly out number native English speakers, and their number countries to grow. For most of its learners, English is therefore no longer a foreign language. This development has brought with it a number of changes in the principles and practice of English language teaching.

It was during the 1800s that a decision was taken which had ended up being the turning point for the language in education scenario in India and changed the orientation of language priority in Indian education. The decision was taken to ignore the vernacular medium education and concentrate entirely on English as the single language for instruction (Paranjpe & Prasad, 2010)(Sridhar, 1989). It was made clear that those who had attained education in English would be preferred over the vernacular educated class. English had become the language of higher education and with the establishment of the prestigious universities in the major cities like Bombay, Calcutta, Madras, Lahore, Allahabad and Punjab, English had achieved its supremacy (Sridhar, 1989) (Krishnaswamy & Krishnaswamy, 2006). From this point onwards education came to be equated with English education and those who studied in vernacular medium were put permanently in the background (Sridhar, 1989), a mindset prevalent in the mind of Indians even today. Despite the changes which were made in the language policies in the 1900s to make space for vernacular languages in the educational setting did not meet with the expected success (Krishnaswamy & Krishnaswamy, 2006) (Sridhar, 1989). By 1970s and 1980s about one-third of the India had its schools using English as their medium of instruction (Paranjpe & Prasad, 2010). Hence the language in education policy during the colonial era had created two different media of

The place and importance of English is the whole educational system of India has been a subject of much heated debate and the heat has not yet subsided. It is alive and burning problem gripping the minds of all people, high and low, and it has been discussed threadbare, upside down and inside out, in parliament, public forums and the press. And yet we are no nearer a solution. Public opinion in different states and different language groups is pulling in different directions ‘each varying from the other all variants from the truth of realities.’ We have not achieved a consensus and enlightened opinion and hence solution has not yet crystallized.

In many countries around the world, English is being learned only by those who can afford instruction in it. Not being able to afford such instruction can close many doors, particularly with regard to accessing higher education. (p. 24）

In India, Standard English still functions as a medium, a language that everyone can understand, and as a language that is closely connected with power and the upper-class.