How to Improve English Language in our Schools

✒️:. Mohd Ishaq Shah

Introduction: My personal experience, as a language teacher, prompts me to say that as such there is no magic wand that can be touched with in order to improve the language of children at home or school. Language learning is a component of cognitive development that takes place automatically with the passage of time in one’s life.Although the environment plays an important role in Language Acquisition. According Noam Chomsky:An individual is born with a Language Acquisition Device (LAD), but Environment plays an important role so what we have to do is just to create an atmosphere of such kind. This fact was proved by Chomsky while conducting a experiment on Newborn Babies who had not yet been exposed to any language. They were raised in a forest where they could hear/listen to the sounds made by Birds/ animals/ Reptiles etc or in other words we can say naturally echoing sounds. Wherever any language is taught or learnt as L-2 we have to take some remedial measures in order that the children learn it in a fast and imperative way. As a language teacher I would like to put forth some modest proposals as suggestive remedial measures that we have to take into consideration.
Many a strategies, methodologies, techniques, approaches and the relevant activities are to be adopted in order that English language is made very flexible and comfortable for our students. So I shall take into account each of the above one by one very precisely.
A: Techniques, methods and strategies of teaching English:
1.Communicative Language Teaching (CLT): This method emphasizes using the language for practical communication in real-life situations. Activities include role-plays, discussions, and problem-solving tasks that encourage students to interact and express themselves effectively. CLT aims to build fluency and confidence in speaking. For instance; the learner is given some tasks like addressing public and he starts preparing mentally and equips himself with the appropriate ideas and the correlative words/phrases. Consequently he gains a confidence to speak fluently. Youth parliament is one of the best ways to enhance communication skills among students. Mock Interviews and Panel Discussions etc can also help.

2. Total Physical Response (TPR): TPR involves learners responding to commands with physical actions. This kinesthetic approach enhances comprehension and memory, particularly for beginners. This technique is applicable in PET Ground and Morning Assembly Ground/Hall where a teacher gives commands and students respond physically. For example, when a PET says: Boys- Left turn, Right Turn, above turn, they respond physically hence learning what do these phrases mean.
3. Grammar-Translation Method: This traditional method involves translating between English and the student’s native language. At elementary level it may help a lot to develop vocabulary and grammar among students. I would like to suggest some translation books ie; Modern Rapidex- English to Urdu Translation and Re-translation for beginners. As the direct method is not applicable at this level for the students don’t have hands-on experience of L-2.It enriches the students with daily use expressions, idioms and phrases plus proverbs.
   While it can be helpful for understanding grammar rules, it may not be as effective for developing conversational skills. It has a shortcoming that a learner faces hurdles when it comes to translating expressions of one language to another. So, it is not applicable throughout all the stages.
4. Direct Method: The Direct Method focuses on teaching English directly, without using the learner’s native language. It emphasizes speaking and listening, with activities like describing pictures and engaging in conversations. This method gives us a chance to interact directly in English without translating into mother tongue. But again the problem occurs where there the General Line Teachers (GLTs) are not well versed in English language. Applying this method requires subject specialization that is not possible in current educational system of our state. It is seen that a teacher with Social Science background teaches English at Primary or Middle level. And sometimes a language teacher is supposed to teach Mathematics.
5. Task-Based Language Teaching (TBLT): TBLT focuses on learners completing tasks that require them to use English. These tasks are designed to be engaging and relevant to real-world situations, promoting practical language use. Cloze Tests, Gap filing, sentence formation, Sentence Completion, Essay Writing, Letter Writing, Speech Writing, Dialogue Writing etc will definitely help here.
6. Audio-Lingual Method: This method emphasizes learning through repetition and habit formation. It focuses on pronunciation and grammar drills, often using audio recordings. We can enhance the communication skill by providing them with such opportunities like phonetic drills, word formation drills, conversations in Audio-Lingual way can be useful here.
7. Silent Way: The Silent Way emphasizes student-centered learning and discovery. The teacher provides minimal verbal instruction, using visual aids and gestures to guide learners.
8. Suggestopedia: This method aims to create a relaxed and stimulating learning environment using music, colors, and other elements to reduce anxiety and enhance learning. Sign language is also helpful in ehnahgancing communication power of the students. They can learn by recognizing signs and symbols. For example; + for Hospital, X for danger, Red colour for blood-shed, Green for prosperity, while for Peace and Progress etc, etc.
9. Community Language Learning: This approach involves students collaborating to create their own learning experience, with the teacher acting as a facilitator. The students can be involved in life related conversations and dialogues, Question-Answer sessions in English can be useful here.
10. Eclectic Approach: This approach involves combining different methods and techniques to best suit the learners’ needs and learning styles.
    These are just some of the many techniques used in English language teaching. The most effective approach will depend on the specific context, learners, and learning goals.
    What is the postmodern approach?
    The postmodern approach to English language teaching (ELT) challenges traditional views of language learning and teaching. It emphasizes complexity, multiplicity, and the fluid nature of meaning. While there is no single “postmodern” methodology, several key principles and ideas shape how postmodernism influences language education.
    Key Concepts of Postmodernism in ELT:
11. Challenging Grand Narratives:
    Postmodernism questions universal or “grand” narratives—ideas that claim to offer absolute truths. In language teaching, this translates into rejecting one-size-fits-all methods. Teachers no longer see one approach as the ultimate solution for all students, but rather understand that different learners bring unique perspectives and experiences to the classroom.
12. Emphasis on Multiple Perspectives:
    Language is seen as a tool that reflects a variety of viewpoints, and learners’ cultural and social backgrounds are essential. Postmodern approaches to teaching encourage exploring a wide range of voices, dialects, and global varieties of English, acknowledging that English isn’t a monolithic entity but one that shifts across cultures and contexts.
13. Learner-Centeredness: In a postmodern classroom, learners are encouraged to be co-creators of knowledge, not just passive recipients. The focus shifts from the teacher as the authority to a more collaborative, interactive environment. Learners’ identities, experiences, and critical thinking are central to the teaching process.
14. Deconstructing “Standard” English: Postmodern approaches often deconstruct the idea of “standard” English, highlighting the social and historical forces that define what is considered “correct” or “prestigious” in language. Instead, learners are encouraged to appreciate linguistic diversity, including non-standard varieties of English and other languages.
15. Intersexuality: This refers to the idea that texts (whether spoken or written) are interconnected. In postmodern ELT, teachers may use a variety of texts—literary works, popular culture, media, social media—to help students make connections between language, culture, and identity. These interconnections allow students to see language as fluid and constantly evolving.
16. Critical Thinking and Social Justice: Postmodernism encourages critical thinking, with a focus on deconstructing power structures and questioning the status quo. In ELT, this translates into exploring issues like language as a tool of power, gender, race, and identity. Teachers might prompt students to analyze texts and situations critically, questioning how language reflects societal inequalities.
17. Nonlinear Learning: Rather than seeing language acquisition as a linear process (beginning with basic structures and progressing to more complex forms), the postmodern approach sees language learning as a non-linear, iterative process. Learners may return to previous stages with new insights, thus viewing their progress as dynamic and constantly evolving.
18. Hybrid Teaching Methods: Postmodernism rejects rigid methodologies. A postmodern teacher may blend different methods based on the needs of the students and the context. For example, they may incorporate task-based learning, communicative approaches, or content-based learning alongside more traditional methods. There’s no “one correct way” to teach English, but a more flexible, context-driven approach.
19. Focus on the Affective Domain: Postmodernism emphasizes the emotional and personal aspects of learning. Language learning is seen as a process that is not just cognitive but also deeply emotional. Teachers aim to create an environment that respects students’ feelings, identities, and motivations, using creative and expressive activities like storytelling, role-play, or art.
20. Poststructuralism in Language: Building on postmodern theory, poststructuralism in language teaching emphasizes that meaning is not fixed but is always contingent on context. This approach encourages learners to be aware of how meaning is constructed through language and to critically engage with how different interpretations can arise from the same text or utterance.
    Practical Applications in the Classroom:
    Use of Multimedia and Digital Tools:Postmodern ELT incorporates various forms of media, including films, songs, social media, and digital texts. This not only exposes learners to a wider range of language varieties but also helps them engage with language in real-world contexts.
    Task-Based and Project-Based Learning: Projects that encourage learners to solve real-world problems using language are common. This type of learning is interactive, creative, and collaborative, and it mirrors the postmodern emphasis on diversity and complexity.
    Reflective Practice: Postmodernism values reflexivity, where both students and teachers reflect on the language learning process. Teachers encourage students to think about how their own experiences shape their understanding of language, while also reflecting on their own teaching practices.
    In summary, a postmodern approach to English language teaching is diverse, flexible, and focused on learners’ personal experiences, identities, and cultural contexts. It emphasizes the importance of critical thinking, challenges traditional notions of “standard” language, and sees language as a dynamic and evolving tool for communication.
    Activities for teaching English:
    Vocabulary
    Flashcards: Use flashcards with pictures and words to introduce new vocabulary.
    Vocabulary Games: Play games like “I Spy,” “20 Questions,” or “Vocabulary Bingo” to reinforce vocabulary learning.
    Word Association: Have students create word webs or mind maps to connect related vocabulary.
    Describing Objects: Have students describe objects around them, using descriptive language and new vocabulary.
    Scavenger Hunts: Hide words around the classroom and have students find them, then use them in sentences.
    Grammar
    Sentence Jumbles: Jumble up sentences and have students rearrange them correctly.
    Fill-in-the-Blanks: Use sentences with missing words and have students fill in the blanks with the correct grammar.
    Sentence Combining: Have students combine simple sentences into more complex ones using conjunctions and other grammatical structures.
    Role-Playing: Have students act out situations that require specific grammar structures.
    Grammar Games: Play games like “Grammar Bingo” or “Find the Error” to reinforce grammar rules.
    Listening Comprehension Activities: Use audio recordings of stories, conversations, or interviews and have students answer comprehension questions.
    Dictation: Have students listen to a passage and write down what they hear.
    Shadow Reading: Have students listen to a recording and read along simultaneously, mimicking the pronunciation and intonation.
    Information Gap Activities:Divide students into pairs, give them different information, and have them ask and answer questions to share information.
    Song Activities:Use songs with repetitive lyrics to help students learn new vocabulary and pronunciation.
    Speaking
    Role-Playing:Have students act out scenarios like ordering food at a restaurant or asking for directions.
    Discussions:Facilitate class discussions on various topics, encouraging students to express their opinions and ideas.
    Presentations:Have students prepare and deliver short presentations on topics of their choice.
    Show and Tell: Have students bring in an object and talk about it.
    Debates:Organize debates on controversial topics to encourage students to develop their arguments and speaking skills.
    Reading
    Reading Comprehension Activities: Use various texts like articles, stories, or poems and have students answer comprehension questions.
    Storytelling: Have students read stories and retell them in their own words.

Skimming and Scanning: Teach students how to skim and scan texts for specific information.
Speed Reading: Have students practice reading quickly and efficiently.
Writing
Journal Writing: Have students write daily or weekly journals about their experiences and thoughts.
Creative Writing: Have students write stories, poems, or scripts.

Letter Writing: Have students practice writing different types of letters, like formal or informal letters.
Reports and Essays: Have students write reports and essays on various topics. TOWARDS ACHIEVING THE SET OBJECTIVES ( Practical Aspect)

At primary Level: Learners are to be introduced with word- meanings. Starting from 1st Pry, a leaner be given a task of learning 5 new words per day that may count up to 150 words /month and 1800 words/ year and during a period of 5 years a child will learn 1800x 5= 9000 words in first five years.
At Middle level: A Learner is to be given an assignment of 10 words/ day that will count to 300 words / month and 3600 words/ year. Ultimately at the end middle standard he will be able to learn 3600×3= 10800. When he has already learnt 9000 words in pry standard his dictionary has now 19800 words that is sufficient for using language very smoothly and effectively. Here the student is to be involved in sentence creation and joining sentences into a single whole as writing task.
At High School level: they are to be involved in creative writing tasks ie; Letters, Essays, paragraphs, Articles. Reports, speeches, Dialogues, Diary entries etc that will give them the idea of using language in their own way.
At Higher secondary Level:they are to be indulged in Debates, Discussions and Conferences, Panel discussions etc that will improve their speaking as well as cognitive aspect.
Coming to the Applied Grammar: Let me suggest that lectures on formal rules of grammar along with the practice exercises should be adjusted in timetable @ 2 days / week. (4-5).
Language labs are to be utilized fully and phonetic drills are to be arranged in Samsung labs.
Teachers should be well equipped with knowledge of ICTs and must posses professional trainings about language teaching.
Seminars and Workshops are conducted on regular basis and the teachers at Primary and Middle Level be involved in such programs.
Language experts CBSE affiliated schools like JNVs/KVS/ EMRS and Sanik Schools be invited to have some orientations programs in School Education Department.
Subject specialization will help in a better way as in NVS/KVS there are TGTs/PGTS for each and every subject.

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