New Wine in New Bottles: A Paradigm Shift in English Language Learning

Abstract : Across India the teaching-learning of English has become a focus of interest as competence in the language is seen as the doorway to economic and social success. Ironically, the fact that the process is in an abysmal state, leaving much to be desired is also a cause for much concern. This paper looks at what ails the teaching of English as a language. Largely, the problem seems a dysfunctional methodology, carried over from a colonial past and textual content that fails to inspire a learning response from the student. Hence the need for a paradigm that works. This paper looks at the model evolved at the Department of English, Women’s Christian College, which addresses the need for skills development for social and official communication, an engagement with the felicity of literary and creative joy that language offers and the political empowerment and community consciousness that topical and soul stirring writings bring to the human mind. The model, deceptively simple, is born of research, experimentation and constant engagement of the teacher with the student in the classroom and the massive resources of texts embedded in literary and journalistic writing, a udio and visual, printed and internet texts. This leads to an active, autonomous appropriation of the language and its meaning by the student which facilitates the much desired competence. Across India the teaching-learning of English has become a focus of interest as competence in the language is seen as the doorway to economic and social success. Ironically, the fact that the process is in an abysmal state, leaving much to be desired is also a cause for much concern. This paper looks at what ails the teaching of English as a language. Largely, the problem seems a dysfunctional methodology, carried over from a colonial past and textual content that fails to inspire a learning response from the student. Hence the need for a paradigm that works. This paper looks at the model evolved at the Department of English, Women’s Christian College, which addresses the need for skills development for social and official communication, an engagement with the felicity of literary and creative joy that language offers and the political empowerment and community consciousness that topical and soul stirring writings bring to the human mind. The model, deceptively simple, is born of research, experimentation and constant engagement of the teacher with the student in the classroom and the massive resources of texts embedded in literary and journalistic writing, a udio and visual, printed and internet texts. This leads to an active, autonomous appropriation of the language and its meaning by the student which facilitates the much desired competence.