PEDAGOGY OF LANGUAGE IMMERSION PROGRAMME IN INDIAN CONTEXT

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PEDAGOGY OF LANGUAGE IMMERSION PROGRAMME IN
INDIAN CONTEXT

• An Analysis And Overview

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World Languages
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INDIA A Land with Unity in Diversity

• Geographical Location
• Area -3,287,590sq km
• Population
• Culture and Civilization
• Democratic and Secular Country
• Languages
• Economic Growth

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Indian States and Union Territories

• India is divided into 28 States and 7 Union
  Territories

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Language In 21st Century

• Language stands t the centre of the many
  interdependent cognitive , affective and social
  factors that shape learning By CORSON
• Globalization
• Means of economic growth
• Incorporate International mindedness
• Promote intercultural understanding

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INDIAN LINGUISTIC LANDSCAPE

• India A multilingual nation
• 22 languages recognized by constitution
• 1652 regional dialects
• State languages
• Mother Tongue issues
• Medium Of Instruction

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Indian Linguistic Demography
(Map Courtesy Infobase Pvt Ltd)
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Majority Language In India
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Mother Tongues in India
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Challenge for Students

• Overburdened with language learning
• Too much of linguistic competence
• State specific mother tongues
• Migrant students
• Learning challenges at various stages

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Foreign Language Teaching

• Learning In a Language other than Mother tongue

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Why Foreign Language Teaching ?

• Promotes intercultural understanding
• Ability to communicate in more than one language
• Diverse Language profiles of learners
• Globalization
• Indian scenario

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Choithram International SchoolA Case Study
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CHOITHRAM INTERNATIONAL SCHOOL

• Only IB school in Central Indian region
• First to introduce IB in the region.
• Authorized to offer the PYP and MYP curriculum
• Candidate school for IB Diploma Programme
• Also offers CIE IGCSE and A level programmes

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Language Programmes at Choithram International

• Mother Tongue - Hindi
• Medium Of Instruction -English
• Foreign Language -French

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Challenges for the Teachers

• Diverse student needs
• Curriculum planning and implementation
• Students with ESL needs
• Lack of uniformity
• Language A and Language B issues

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Student Learning Outcome
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Language Proficiency
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Drawback of Teaching Foreign Language as a Subject

• Not the language of communication
• Lack of teaching hours
• Assessment
• Lack of resources
• Scarcity of trained professionals
• Lack of parental support

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Road Ahead - Language Immersion
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What is Language Immersion

• Content based approach to teach a second language
  
• Full Or Total Immersion
• Target language becomes the medium of
  instruction.
• Curriculum is delivered in target language
• Partial Immersion
• At least 50 of teaching is done in target
  language

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Aims and Objectives

• To facilitate second language learning
• To gain competence in the target language
• To promote intercultural understanding and
  international mindedness
• To facilitate social and cognitive development of
  the learner
• To integrate language and pedagogy

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Need For Language Immersion in India

• Diverse student needs
• Existence of many curriculum
• Migrant students
• Globalization and international education
• Promote the foreign language

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Concept Model for Language Immersion in India

• ISSUES
• Not the language of communication
• Lack of teaching hours
• Not the community language around
• Assessment
• Lack of resources
• Scarcity of trained professionals
• Lack of parental support

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Concept Model for Language Immersion in India

• PROPOSED PHILOSOPHY
• In present circumstances, the need for learning
  an additional new language is not really pressing
  for children.
• Creation of the correct environment is an
  essential pre-requisite.
• Piece-meal exposure to one more language training
  will not address the issue in it right earnest.
• Need for a dedicated Language Centre.

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LANGUAGE CENTRE

• Language Centre different from the regular school.

• Effort to offer a complete and rounded exposure
  to the new language learning experience.

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LANGUAGE CENTRE

• Pre-requisites
• A large school with over 1000 students or 3-4
  schools in close vicinity willing to join
• hands for language teaching.
• Willingness of the schools to make initial
  investment without looking for immediate
• dividends.
• Only one language of preference for all the
  students.
• Availability of local trained teachers or else
  willingness of the schools to pay
• exceedingly more to make trained teachers to
  dislocate.

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LANGUAGE CENTRE

• Concept
• Separate building either in the school or a
  separate centre which is patronized by the 3-4
  schools in the vicinity.
• Classrooms equipped with White Boards, Audio
  visual aids to create an interesting atmosphere
  for learners.
• Classroom displays in target language.
• All the sign boards / placards in the language
  centre be in target language.
• An IT room equipped with latest technology. It
  should possess software, educational CDs, DVDs
  in the target language to attract young learners.
• A well stocked Library Resource Centre with a
  collection of books only in the target language.
• A language lab equipped with a collection of
  listening material in the target language.

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LANGUAGE CENTRE (Contd.)

• Various listening/speaking exercises organized by
  the teachers to help children acquire the
  target language.
• Performing arts Singing classes be conducted in
  the target language.
• Theatre activities promoting the culture of the
  target language country be organized to bring
  awareness and promote intercultural understanding
  amongst the learners.
• Cafeteria with the staff proficient in target
  language.
• Trained and experienced professional teachers to
  shoulder the responsibilities of the Immersion
  Programme well.
• Language Club Headed by a student body to
  organize various activities from time to time to
  promote the target language.

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LANGUAGE CENTRE
Immersion Methodology

• An Orientation programme
• Placement Test
• Outlining the objectives of the programme
• Brainstorm the Topics
• Formulate Guiding Question
• Use Differentiated learning techniques
• Devise Assessment Techniques

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LANGUAGE CENTRE
Activities

• Reading Activities
• Writing Activities
• Listening Activities
• Speaking Activities
• Group Discussion
• Guest lectures
• Peer Mentoring
• Performing Arts

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LANGUAGE CENTRE

• IB Curriculum allows periods for Foreign
  Language teaching each year as under-
• PYP - 80 90 periods.
• MYP - 160 periods.
• IB DP - 240 periods.
• The Immersion Programme in the Language Centre
  can thus have immersion for
• the students as under-
• PYP - 2 weeks. (Two Immersions of 01 week
  each).
• MYP - 4-5 weeks. (Two Immersions of 02
  weeks each).
• IB DP - 8-9 weeks. (Three Immersions of 03
  weeks each).
• A suggested Weekly Programme in the Language
  Centre is given below-

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CONCLUSION
Language teaching in the Indian subcontinent is
quite a challenge for the curriculum designers,
teaching staff and the students. The suggested
model is an attempt to address the peculiarities
of this region. The model can be suitably
modified for implementing in any other country
albeit with a few modifications.
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References

• 1. Lyons,J.2005. Language and Linguistics An
  Introduction. Cambridge Cambridge University
  Press
• 2. Richards, J.C Rodgers .T.S. (2nd ed .)2001.
  Approaches and Methods in Language Teaching.
  Cambridge Cambridge University Press
• 3. Language In India, Vol .2 Strength for today
  and Bright Hope for Tomorrow Ed Thirumalai M.S,
  2005
• 4. Baldridge, J.1996. Reconciling Linguistic
  Diversity The History and the Future of Language
  Policy in India, 1996
• 5 .Annamalai, E. (1994). India Language
  Situation. In R.E. Asher. The Encyclopedia of
  Language and Linguistics (Vol. 3, pp.
  1651-1653). Oxford Pergamon Press

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