sayujyam: January 2017

Tuesday, 31 January 2017

Sunday, 15 January 2017

Role of English in Indian context

IMPORTANCE OF ENGLISH IN INDIA IMPORTANCE OF ENGLISH IN INDIA In our country English is important for a number of reasons.India is a land of diversity.Different people speak different languages.A person of Tamil Nadu does not speak Hindi.So he can't understand Hindi of a person from North India.However he can understand in English. So English is alink language.Different people can communicate with one another with the help of English.Secondly,all advanced knowledge in science,technology and medicine is available in English.The results of the latest researches come to india through the medium of English.If we give up English,we will lag behind in the higher fields of study.Today the world has become one family. It is all due to English.English is an international language.English is the language of the Constitution,the Supreme Court,the High Courts and official departments.English is now firmly rooted in the soil of India.It has become a part of Indian life.Thus English has great importance for the integrity of India.It has to be second language in our contry for the better development of the country. General Post a Comment All Comments 37 Parag Rege / / 4 weeks ago Importance of English can't be under estimated !! It is universally accepted language !! To know about Best Schools in Delhi Visit : www.ribblu.com Comment Bhartiy / / 3 months ago Bharat 1947 me azad ho gaya tha. Ab kab tak gulam raho ge aap log? 5.52% population puri duniya nahi hoti. Comment Sukh Sagar Suryavanshi / / 5 months ago In our country english is important for a number of reasons. 1. The world is using the english language .That"s why english is important. 2.Doctors , engineer,scienctist, etc., also using the english language. English language is widely used in official communications. The abolition of English will adversely affect the office work. Most office-goers know English, but many of them do not know other languages besides their mother-tongue or regional language. Then, they communicate with each other in English for their everyday work. So, if the office-goers are asked to bid goodbye to the English language, they will face a great difficulty. The importance of English in education and student’s life cannot be denied. English remains a major medium of instruction in schools. There are large number of books that are written in English language. If English is abolished today, it will affect the education system in India. So, unless and until we translate these books into various regional languages, it will affect education. But this work is very hard and time-consuming indeed. Students who want to go abroad for education will have learn to English well. If their command over English is poor, then they may face difficulty in adjusting with the alien environment. The communication of India with other countries takes place in English language. For a developing country like India, it is essential to be in constant intercourse with other countries. English is an important language for inter-state communications. Modern India has many large States. People of each State converse in their own language and often cannot speak or understand the regional language of other people. In such cases, English becomes the link between these people. So, here too we cannot deny the importance of English in modern India. Conclusion: There are some absolute advantages of regional languages over English no doubt, but in spite of that there is the need and importance English language in our life

The role of English in India

The Role of English in India
English, though a foreign language in our country, has a very significant role. In the present day, English is found everywhere from textbooks to songs, from films to religion. We can see these sign boards these days saying “Slokas from Veda taught here…Special classes in English is too provided.” This very scene is evident to show how much English has prospered in our country. It has travelled a long way and managed to grab every single person attention. This language, which was considered as a foreign language just a few decades away has today become one of the most important things in our lives; in fact, it has become a part of our daily life. We have nativised English and have created recognition for it in the world. English language had come into India along with colonization. The British, as they set their empire in our country brought in their language too. They realized the necessity for this for their own selfish needs. But it did do lots of good for us in the later years. The missionaries also did some role in spreading English education in order to preach their religion. There were lots of debates to eradicate English language in the post-colonial scenario. All these were more on a nationalistic sentiment basis. But these arguments came to an end and English was decided to be made the Associate Official Language until further decisions were taken. During the British reign, the medium of instruction in all governmental institutions was English. This continued now too. English was also helpful in solving the crises of languages in India. Our country has many languages and the States were divided on linguistic majority basis. So when time came to decide about a National language, there were lots of issues. Though Hindi is our National language today, there were lots of issues then. English acted as a link or bridge language and cut across all regional linguistic barriers solving a major issue. It became our language of communication. On example for this is the Judiciary system in our country. Almost every action from the dressing to the presentation of cases happens in the way it happened during the times of the British. They had created the system. We made certain small changes to it. But still many of that day’s aspect exist even today, just like the English language. India has a very important place in the world countries today. There are many factors for this. To start with culture, science and technology, music, books, architecture, medicine, etc. If we trace to roots of these, we can find out that most of these wonders reached the eyes of the world through the usage of English language at some point of time. We stand high in the world economy now. If not for English, we could not have even entered the world market. Similarly, we have had our own traditional forms of medicines. But today the world benefits them as it has spread across the globe. If one counts, there will be more followers of Ayurvedic treatment from across the globe than our country. This has happened because it spread with the help of English. It reached the foreign countries resting on English language’s shoulder. Similarly, out literature also began to get wide recognition at the global level. In fact, we have also benefitted a lot because of the existence of this language. We get to read many of our own great writers like Karnad, MT, Basheer and others just because their works are translated into English. If not just imagine, we would have to know these vernacular languages to read such masterpieces. And in a country like India, even if we learn languages for a whole life time, we will sure miss on a majority of the works. So, English has also played a significant role in a language for translation. English is also the language we use for foreign relations. Whenever we have any issue to discuss with other countries in the world it is mostly done in English. It is sometimes though done in any other language with the help of an interpreter. But even here, English is significant. English has helped us develop into a stronger and better nation in the world. In such a fast developing world, English is a must to sail smooth. The field of science and technology is developing everyday and inventions are being made everyday. All this is learnt and understood only in English. English hence helps us to stay along with the current world. It is also a language of communication today. We communicate among ourselves and with the rest of the world in English. And even education takes place in English today. Though there are a large number of schools which still teach in their respective regional language. But this is done with the aim of educating everyone. But comparatively education in English has become easier. In fact, we use many English words in our own mother tongue these days. We have borrowed words from English and are profusely using it in our vernacular languages. For example, it’s very common to use words like bus, auto, switch, fan, etc., these days. We fail to remember that each of these words have expressions in our own mother tongue. But we never use them. English has in this way made our lives easier. We can in a way say that English runs in our blood these days. The language has managed to be allowed to be altered according to our culture and traditions. It can therefore be called a flexible language in our context. It meets all our cultural demands and has won all our hearts. I would like to conclude this essay with a quote which appears as a comedy scene in the Indian movies today. But it is kind of the truth.

ICT in English language teaching

ICT IN ENGLISH LANGUAGE TEACHING AND LEARNING
INTRODUCTION
Now, ICT (Information and Communication Technology) has been used in almost all fields of life, including in education. In education, computer technology has become so essential that the government put ICT as one of the curriculum in Indonesia’s education. The utilization of ICT in education has recently started to appeal the potential and significant progress in language learning. It has become a major issue in education world and has been used from preschool through to university that could facilitate students and teacher in teaching and learning process. ICT has been publicized as potentially powerful enabling tools for educational change and reform. The computers play significant role in the learning process especially in learning language. As Hartoyo (2008) stated in his book, a computer is a tool and medium that facilitates people in learning a language, although the effectiveness of learning depends totally on the users. The technology in this era has been grown up not only from the quality but also the efficiency. They are moving fast without any limit from every product. The need of technological innovation has brought the communication revolution and rapid development of technological application in teaching and learning. This technology made contribution on improving language communication in Indonesia. Every school has used the ICT to facilitate the teacher to teach the students in the classroom. Many kinds of application that they use in the classroom improved and enhanced the better lesson. Hartoyo (2008) also asserts that English language teaching has been shaped by the search for the ‘one best method’ of teaching the language. Regardless of whether the focus of instruction has been reading, the grammatical rules and vocabulary of the target language (e.g. Grammar Translation Method), speaking (how to communicate the target language such as Direct Method, Audio-Lingual Method, The Silent Way, Suggestopedia, Community Language, Communicative Approach), or other issues (e.g. The Total Physical Response Method), the attempts of the teaching profession have been shaped by a desire to find ‘a’ better way of teaching than the existing method. The latest method that is developing is Computer Assisted Language Learning (CALL). Some experts and practitioners of education learning language in CALL, strongly supports the utilization of ICT in language learning to improve efficiency and effectiveness of learning that can improve the quality of understanding and mastery of the language studied. In other words, the integration of ICT in the field of language learning is inevitable known that the ICT and language learning are two aspects which support each other like two sides of the coin inseparable (Hartoyo, 2010). Fortunately, the use of Computer Assisted-Learning language (CALL) has increased noticeably by English teachers. Consideration of Computer Assisted Language Learning is using computer. This tool is flexible, rich and interactive. It is flexible in the term of time and place. It has also assumed that more than other media can encourage students in learning language. This is due to the computer’s ability to present material is more diverse ways than either book or video does. In addition, CALL is able to generate interaction and improve communicative competence, including providing authentic material to the class or self – learning. The method focuses in computer utilization to enhance language learning. II. OBJECTIVES The use of ICT in education is absolutely required. Integration of ICT in teaching and learning process is a topic of interest to many researchers, including education practitioners. Based on the use of ICT can be applied in three different scopes such as: curriculum, topics, and teaching eye. ICT also in terms of finding learning materials from original sources and recognized. In finding articles from international journals, the students can get it just by sitting in front of computers connected to the Internet network. All information about science can be presented in a short time just by using the Internet. Learning materials that have been obtained and copied and transferred to the USB, it can also be printed directly so that it can be used as learning materials. At the recent time teaching and learning are facilitated by computer has been the demand. This essay proposes description to help the institution, teacher and student that the role of technology is being used to ease them to achieve the objective of education. Besides, it is aimed to introduce teacher and learner about the effect of technology in language teaching and learning. At the latest decades, technology becomes the most important things in which many people regard technology as the result of science. By the technology people are eased to accomplish the complicated and sophisticated problem. Since, the objective of this essay are to describe ICT, the benefits of ICT, and explain how significant is the use of ICT in English language teaching and learninis making the difficult to be the easy done, people are helped to solve their problem. III. REVIEW OF RELATED LITERATURE English language is a necessity of for most people in today’s world, while technology development always has a very high and also contributed towards the development of education, especially English. As English is one of difficult lessons, teacher must create interactive teaching and learning to make students interest. In the history of the development of education, information technology is part of the medium used to convey the message of science to many people, ranging from printing technology a few centuries ago, such as printed books, such as telecommunications to media, voice recorded on tape, video, television, and CD. According to Kent “ICT in education point of view refers to “information and communication Technology (ICT) such as computers, communications facilities and features that variously support teaching, learning and a range of activities in education (QCA Schemes of Work for ICT in Kent Country Council. 2004). Moreover, the term information and Communications Technologies includes technologies in which the computer plays a central role, i.e. Computer Assisted Language Learning (CALL), the internet, and variety of generic computer application (Fitzparick and Davies, 2002) The development of information technology, the Internet, directs the history of educational technology in the new groove. Online services in the education of both degree and non-degree are basically providing educational services to users using the Internet as a medium. Online services can be composed of various stages of the process of educational programs such as: registration, test entry, payment, learning, case assignments, case discussions, exams, assessments, discussions, and announcements. Nothing the positive impact of various studies on the use of ICT to support learning in the school, it is a must if the school is not excessive in this country also have the prospect of a future that allows for deploying ICT in supporting learning and they are: Electronic Books Electronic book or e-book is one that utilizes computer technology to deliver multimedia information in the form of a compact and dynamic. In an” e-book can be integrated impressions” sound, graphics, images, animations, and” movie” so that the information presented is richer than conventional books. Type e-book of the simplest is a mere transfer of conventional books into electronic form displayed by the computer. With this technology, hundreds of books can be stored in a single piece of solid disc / CD” or” compact disk (capacity of about 700MB), DVD or digital versatile disc”” (capacity 4.7 to 8.5 GB) and ‘ ‘flash” (currently available capacity up to 16 GB). A more complex and require more rigorous designs such as the Encyclopedia Britannica and Microsoft Encarta encyclopaedia which is in multimedia format. Multimedia format allows e-book provides not only written information but also sound, images, movies and other multimedia elements. A description of the type of music, for example, can be accompanied by footage of the sound of music so that the user can clearly understand what is meant by the renderer. E-learning Various definitions can be found for the” e-learning”. Victoria L. Tinio, for example, states that” e-learning” includes learning at all levels, formal and informal, which uses a computer network (intranet and extranet) for the delivery of teaching materials, interaction, and / or facilitation. For most of the process of learning that takes place with the help of the Internet is often referred to as online learning. Broader definition proposed in the working paper SEAMOLEC, the e-learning is learning through electronic services. Although a variety of definitions but basically agreed that the e-learning is learning by using electronic technology as a means of presenting and distributing information. Included in the definition of educational television and radio broadcasts is a form of e-learning. Although radio and television education is a form of e-learning, it is generally agreed that e-learning reaches peak form after synergize with internet technology. Internet-based learning or web-based learning in its simplest form is the” website” are used to present learning materials. This method enables learners to access learning resources provided by the speakers or facilitators whenever desired. If it is necessary that may also be provided mailing list specifically for the learning website that serves as a forum for discussion. E-learning facility” complete” provided by a special software called software or learning management LMS (learning management system). Current running LMS-based Internet technology so it can be accessed from anywhere over the available access to the internet. Facilities provided include the management of students or learners, learning materials management, learning management, including management of learning evaluation and management of communication between learners with facilitators. This facility enables the learning activities are managed in the absence of face-to-face between the parties involved (administrators, facilitators, learners or learners). ‘Presence’ the parties involved are represented by e-mail, chat channel, or via video conference. In today’s era where information and communication technology is rapidly developed and turns to be a lifestyle for people throughout ages and places, its literacy has undoubtedly become a prior necessity. The sensitivity of the technology helps one in attending a more important task and in attaining a higher achievement in the area of education, professional career, and social relationship at which its literacy is a major requisite. ICT which stands for Information and Communication and Technology, is elaborated as follows. a. ICT ICT covers any product that will store, retrieve, manipulate, transmit or receiving information electronically in a digital form. For example, personal computers, digital television, email, robots. So ICT is concerned with the storage, retrieval, manipulation, transmission or receipt of digital data. Importantly, it is also concerned with the way these different uses can work with each other. Information Information means the processed data in a meaningful and purposeful form according to Shore in Hartoyo (2012:2) Communication According to Potts, communication is defined as a process by which we assign and convey meaning in an attempt to create shared understanding. Brown (2011) stated communication is transfer of information from one person to another,whether or not it elicits confidence. But the information transferred must be understandable to the receiver. Technology Technology derived from the word ‘techno’ which means technique, art or skill, and ‘logos’ which means science. Therefore, technology can be defined as a scientific knowledge of art or skill. Based on the definitions of the three components, ICT as a whole can be described as the utility of technology to support the effort of conveying information and communication particularly in the area of education. The technique includes digital technologies mostly of electronic information – processing technologies, such as computers, internet, mobile phones, networks, broadband, and so on. b. The benefits of ICT in general ICT is found to be advantageous in several ways as mentioned by Herington (2002), (1) technology facilitates exposure to authentic language; (2) technology provides the access to wider sources of information and varieties of language; (3) technology gives the opportunity to people to communicate with the world outside; (4) technology allows a learner – centered approach; (5) technology develops learner’s autonomy. ICT help people in order to get information and to communicate each other in wider range. c. ICT Tools in Language Context There are some kinds of technologies classified into information and communication technology commonly used in language context, such as: Interactive multimedia Interactive media is the integration of digital media including combinations of electronic text, graphics, moving images, and sound, into a structured digital computerized environment that allows people to interact with the data for appropriate purposes. The digital environment can include the Internet, telecoms and interactive digital television. (Finney, 2011:2) Computer Computer can be utilized with other multimedia learning devices or it can stand alone (a standard PC) and still serves its basic purpose as an electronic medium of language learning. (Hartoyo, 2012:29). Computer is an electronic device which is capable of receiving information (data) and performing a sequence of logical operations in accordance with a predetermined but variable set of procedural instruction (program) to produce results in the form of information or signals based on Oxford dictionary. It is consist of CPU, monitor, keyboard and some other apparatus. Audio devices Audio devices can be used with other media to form an interactive multimedia. However, it can also be utilized separately as independent tool. Audio devices include speaker, earphone, CD, and etc. Internet Internet can be used as a medium of language learning through email, www (world wide web), text, audio and video conferencing. Television According to Oxford dictionary, television is a system for converting visual images (with sound) into electrical signals, transmitting them by radio or other means, and displaying them electronically on a screen. Telephone This telephone medium has not been widely used for language teaching because of the poor quality of analogue transmissions. However, there is new invent of digital quality and lower connection cost which potential for conference calls. Mobile gadget Mobile gadgets such as cell phone and smart phone which are equipped with programs like computer, which enable it to perform as mini personal computer. By using this gadget and its internet connection, everybody could enjoy chatting, browsing, and discuss each other with the wider range. The advancement of science and technology makes the size and price of those gadgets are getting cheaper and reachable. Social interface This media provides facility or example that enables an interaction between human and computer. People set up more interaction with computer in a more intuitive way with less effort-through writing, voice, touch, eye movements, and other gestures. (Hartoyo,2012:34) This technology serves as the milestone of the recent development of interactive multimedia, audio-graphic computer teleconference, and interactive television via satellite (National Broadband of Employment, Education and Training, 1993:5). Interactive whiteboard An interactive whiteboard or IWB, is a large interactive display (such as a touch screen monitor) which is connected to a computer and projector. A projector projects the computers’ desktop onto the board’s surface, where users control the computer using a pen, finger or other devices. d. Current application of ICT in English language teaching and learning ICT defined as technology which the function is to support the process of conveying information and communication. The ways of conveying information doesn’t have to be carried out directly between the communicator and the communicant. The development of ICT makes the process of communication between the communicator and the communicant can be conveys in easy ways. They can communicate through telephone, internet, e-mail, satellite, television, video conference and so on. The process of those communications applies in language learning. In language learning, there is a communication between teacher and student. The process of learning is not always carried out by subjecting teacher and students in the certain room or a certain place directly. As the example, teacher can use internet as the medium to give lessons, assignments, or other information to their students. In context of language learning, ICT has an important role as the “media” bridging and enabling the learning process, or direct communication between students and teacher although they are not present in the same room or place in certain time. Language learning program can be created to enable students to learn the lessons with guidance, instruction, information or further explanation. ICT in language learning used as a reference-book. Computer can store unlimited lessons or references, which can be accessed anytime, anywhere and accurately. Fitzpatrick and Davies (2002) in Hartoyo (2012) sets out the seven ways in which ICT used in language learning: a) Presentation Some material of language learning such as text-based materials, audio-video needs to present to the learners. Presentation helps learners in understanding the learning material well. b) Practice Some of different exercises types are possible to be provided with ICT, incorporating the presentation stimuli in varying combinations of text, audio and video format. ICT also offers the possibility of the analyzing learners’ responses with appropriate feedback.(Hartoyo, 2012:40) c) Authoring In applying ICT in language learning, teacher can either purchase ready-made materials or create their own exercise materials using a variety of authoring tools based on Hartoyo (2012:40). d) Computer-Aided Assessment (CAA) Computer-Aided Assessment (CAA) is playing an increasingly important role in foreign language teaching and learning. This media used to testing and assessing students understanding after learning some courses. e) Publishing ICT tools exist to help teachers and learners or students to publishing or linked in their work in a local area network. ICT may use by the teacher and learners to help them publish their work in these ways: Word – processors and Desk Top Publishing (DTP) software Doing audio recording and editing tools to record interview, discussions, learning material and etc Using digital camera and camcorder to record presentations, drama, role play, and so on Power point can be used as the medium to publish presentations Web pages using web authoring tools f) Communications Technology can help learners and teachers to communicate with another. Some ICT tools which can use as the medium of information are: 1) Email, which allows language learners to communicate with ‘web pals’ in other countries; 2) Tandem learning; 3) computer mediated discussion; 4) web-based learning environment; 5) audio conferencing; 6) Video Conferencing. g) Simulations The computer can act as a stimulus which generates analysis, critical thinking, discussion and writing. Program which include simulations are especially effective as stimuli. Examples of language learning tasks which ‘simulate’ real world tasks are : 1) Web Quest; 2) Action Mazes; 3) Adventure games; 4) Sunpower; 5) Expodisc; 6) “Real-life” simulations; 7) video conference. IV. ANALYSIS ICT appears to give both advantages and disadvantages. ICT in language learning reduces the intimacy of students – teacher relationship that it may negatively contributes to students affective feelings in the process of learning. However, ICT appears as a ‘bridge’ to break the distance and ‘survive’ the learning. In case of distance, teachers can use ICT through video conference to enable them teach or monitor the students learning process. Therefore, the development of ICT is seen as a better way of teaching and learning a certain language compared to the existing methods. Through the internet, teacher or learners can obtain as many as possible sources related to the learned – language; such as text, songs, stories, etc. Those sources can contribute as models of the learned – language use in the real context and in a proper manner. In addition, computer can also be used as a more interactive aid to support the learning of language compared to that of tape recorder, or chalk and blackboard. However, you can see that many of the technology solutions available in the world of education can lead to confusion among the teachers on how to choose the right ICT technology solutions. Let’s take a look at the advantages and disadvantages of ICT tools for education and finding a suitable ICT education solution for the needs of the school. Advantages: The information required will be more quickly and easily accessible for educational purposes. Innovation in learning is growing in the presence of e-learning innovations that further facilitate the educational process. Progress of ICT will also allow the development of virtual classroom or classroom-based teleconference that does not require the educator and learners are in one room. System administration in an institution will be more easily and smoothly because of the application of ICT systems. Disadvantages: Progress of ICT will also occur of violation of Intellectual Property Rights (IPR) for the easy access to the data that is causing people plagiatis will commit fraud. Although the system of the administration of an educational institution like a system without a gap, but if there is a recklessness in running the system would be dangerous. One of the negative impact of television is to train children to think short and survive concentrated in a short time (short span of attention). V. SUMMARY AND RECOMMENDATION ICT is a form of advanced science technology must be optimized function, especially in the implementation of learning. ICT provides opportunities for students in the era of global competition needs to obtain adequate supplies. through innovative ICT-based learning can provide vast opportunities for students to hone and promote competence on an international scale. On the other hand, mental attitude and self-reliance in accessing any information necessary learning independently influence the value teaching student’s character it does not always depends with others. Mastering current tick is necessity for every human being inedible age. as well as in education, innovative learning, especially learning can be done by using the Internet to generate device-based learning ICT BIBLIOGRAPHY Davi U.K. Ltd.es, B. Dan Ellison, L. (1992).School Development Planning.Essex: Longman Group Hartoyo (2008). Individual Differences in Computer-Assisted Language Learning. Semarang: Pelita Insani Semarang Victoria L. Tinio, (1999). Modificating teaching through ICT.

ICT in English language teaching

The role of English in India

Role of English in Indian context

sociolinguistics

Sociolinguistics Language is one of the most powerful emblems of social behavior. In the normal transfer of information through language, we use language to send vital social messages about who we are, where we come from, and who we associate with. It is often shocking to realize how extensively we may judge a person's background, character, and intentions based simply upon the person's language, dialect, or, in some instances, even the choice of a single word. Given the social role of language, it stands to reason that one strand of language study should concentrate on the role of language in society. Sociolinguistics has become an increasingly important and popular field of study, as certain cultures around the world expand their communication base and intergroup and interpersonal relations take on escalating significance. The basic notion underlying sociolinguistics is quite simple: Language use symbolically represents fundamental dimensions of social behavior and human interaction. The notion is simple, but the ways in which language reflects behavior can often be complex and subtle. Furthermore, the relationship between language and society affects a wide range of encounters--from broadly based international relations to narrowly defined interpersonal relationships. For example, sociolinguists might investigate language attitudes among large populations on a national level, such as those exhibited in the US with respect to the English-only amendment--the legislative proposal to make English the 'official' language of the US. Similarly, we might study the status of French and English in Canada or the status of national and vernacular languages in the developing nations of the world as symbols of fundamental social relations among cultures and nationalities. In considering language as a social institution, sociolinguists often use sociological techniques involving data from questionnaires and summary statistical data, along with information from direct observation. A slightly different concern with language and society focuses more closely on the effect of particular kinds of social situations on language structure. For example, language contact studies focus on the origin and the linguistic composition of pidgin and creole languages. These special language varieties arise when speakers from mutually unintelligible language groups need a common language for communication. Throughout the world, there are many sociohistorical situations that have resulted in these specialized language situations--in the Caribbean, Africa, South America, Asia, and the Pacific Islands. In examining language contact situations, it is also possible to examine not only the details of a particular language but also the social and linguistic details that show how bilingual speakers use each language and switch between them. Another approach to language and society focuses on the situations and uses of language as an activity in its own right. The study of language in its social context tells us quite a bit about how we organize our social relationships within a particular community. Addressing a person as 'Mrs.', 'Ms.', or by a first name is not really about simple vocabulary choice but about the relationship and social position of the speaker and addressee. Similarly, the use of sentence alternatives such as Pass the salt, Would you mind passing the salt, or I think this food could use a little salt is not a matter of simple sentence structure; the choice involves cultural values and norms of politeness, deference, and status In approaching language as a social activity, it is possible to focus on discovering the specific patterns or social rules for conducting conversation and discourse. We may, for example, describe the rules for opening and closing a conversation, how to take conversational turns, or how to tell a story or joke. It is also possible to examine how people manage their language in relation to their cultural backgrounds and their goals of interaction. Sociolinguists might investigate questions such as how mixed-gender conversations differ from single-gender conversations, how differential power relations manifest themselves in language forms, how caregivers let children know the ways in which language should be used, or how language change occurs and spreads to communities. To answer these questions related to language as social activity, sociolinguists often use ethnographic methods. That is, they attempt to gain an understanding of the values and viewpoints of a community in order to explain the behaviors and attitudes of its members. Two trends have characterized the development of sociolinguistics over the past several decades. First, the rise of particular specializations within this field has coincided with the emergence of more broadly based social and political issues. Thus, the focus on themes such as language and nationalism, language and ethnicity, and language and gender has corresponded with the rise of related issues in society at large. Second, specialists who examine the role of language and society have become more and more interested in applying the results of their studies to the broadly based social, educational, and political problems that probably gave rise to their emergence as sociolinguistic themes to begin with. Sociolinguistics thus offers a unique opportunity to bring together theory, description, and application in the study of language. by Walt Wolfram Suggested Readings Trudgill, Peter. 1995. Sociolinguistics: An introduction to language and society. London: Penguin Books. Wardhaugh, Ronald. 1992. An introduction to sociolinguistics. Cambridge, MA: Blackwell. Wolfram, Walt. 1991. Dialects and American English. Englewood Cliffs, NJ: Prentice Hall (to be reissued by Basil Blackwell in 1998 as American English: Dialects and variation). Frequently Asked Questions Why Major in Linguistics? How Many Languages Are There? Does Language Affect Thought? Why Is English Changing? What We Do The mission of the LSA is to advance the scientific study of language. The LSA aspires to a world in which the essential nature of language and its central role in human life is well understood.

sociolinguistics Language

Friday, 13 January 2017

അടിയൊഴുക്കിൽ അറിവിൻ കണങ്ങൾ അടയിരിപ്പതറിഞ്ഞു ഞാൻ

Thursday, 12 January 2017

UGC Regulations

UGC Regulations, 2016 (4th Amendment), Minimum Qualifications for Appointment of Teachers and other Academic Staff in Universities and Colleges and Measures for the Maintenance of Standards in Higher Education, Minimum Standards and Procedure for Award of M.PHIL./PH.D Degrees, Institutions Deemed to be Universities, Promotion and Maintenance of Standards of Academic Collaboration between Indian and Foreign Educational Institutions .mbcet 6 months ago UGC published (Minimum Qualifications for Appointment of Teachers and other Academic Staff in Universities and Colleges and Measures for the Maintenance of Standards in Higher Education) (4th Amendment), Regulations, 2016. dated as he 11th July, 2016. No.F.1-2/2016 (PS/Amendment) – 4th Amendment : In exercise of the powers conferred under clauses(e) and (g) of sub-section(1) of Section 26 of University Grants Commission Act, 1956 (3 of 1956), the University Grants Commission here by frames the following amendment Regulations, namely:-1. Short title, application and commencement:1.1 These Regulations may be called the University Grants Commission (Minimum Qualifications for Appointment of Teachers and other Academic Staff in Universities and Colleges and Measures for the Maintenance of Standards in Higher Education)(4thAmendment), Regulations, 2016. click here to download : Published on 13/07/2016 UGC (Minimum Qualifications for Appointment of Teachers and other Academic Staff in Universities and Colleges and Measures for the Maintenance of Standards in Higher Education) (4th Amendment), Regulations, 2016. – 39 pages – pdf file Published on 13/07/2016 : 12 pages UGC (Minimum Standards and Procedure for Award of M.PHIL./PH.D Degrees) Regulations, 2016 Published on 26/07/2016 : Clarification regarding UGC (Minimum Standards and Procedure for Award of M.Phil/Ph.D. Degree) Regulations, 2016 No. F. 1-2/2009(EC/PS)V(I) Vol. II -In exercise of the powers conferred by clauses (f)and (g) of sub-section(1) of Section 26 of the University Grants Commission Act, 1956 (3 of 1956), and in supersession of the UGC (Minimum Standards and Procedure for Awards of M.Phil./Ph.D.Degree) Regulation, 2009, notified in The Gazetteof India [No.28, Part III-Section 4] for the week July 11 — July17, 2009, the University Grants Commission here by makes the Regulations. Published on 13/07/2016 University Grants Commission (Promotion and Maintenance of Standards of Academic Collaboration between Indian and Foreign Educational Institutions) Regulations, 2016 Published on 13/07/2016 : 82 pages, pdf : UGC [Institutions Deemed to be Universities] Regulations, 2016. UGC [INSTITUTIONS DEEMED TO BE UNIVERSITIES] REGULATIONS, 2016.—F. No. 1-3/2016(CPPPI/DU)PREAMBLE.—To regulate, in an orderly manner, the process of declaration of institutions as deemed to be universities; preventinginstitutions of dubious quality from being so declared; and, further to maintain quality of higher education imparted byinstitutions deemed to be universities consistent with the ideals of the concept of a university; theUniversity GrantsCommission, in exercise of powers conferred underclauses [f] & [g] of sub-section [1] of Section 26of the UniversityGrants Commission Act, 1956, hereby, makes the Regulations. UGC Circular / Notification : Published on 30/08/2016 : UGC Clarification Reg: UGC Regulations on Minimum Qualifications for Appointment of Teachers and other Academic Staff in Universities and Colleges and Measures for the Maintenance of Standards in Higher Education -2010 UGC Circular – Published on 30/09/2016 : UGC letter regarding Regulations Published on 05/12/2016 : UGC Notice reg. : Constitution of the External Peer Review Committee for reappointment of College principal About these ads Categories: Higher Education, UGC Tags: 11 july 2016, 11th July, 2016, 4th Amendment, amendment, Deemed to be Universities Regulations, Deemed universities, Deemed university, deemed university status, gazatte notification, MHRD, Minimum Standards and Procedure for Award of M.PHIL./PH.D Degrees, REGULATIONS, UGC, UGC (Minimum Qualifications for Appointment of Teachers and other Academic Staff in Universities and Colleges and Measures for the Maintenance of Standards in Higher Education) (4th Amendment), UGC gazatte notification, UGC guidelines, UGC norms, UGC Regulation, UGC regulations 2016, University Grants Commission Leave a Comment Engineering, Science & Technology Resources Portal Blog at WordPress.com.

UGC

University Grants Commission (India) University Grants Commission विद्यापीठ अनुदान आयोग Abbreviation UGC Motto Gyan-Vigyan Vimuktaye (Knowledge Liberates) Formation 1956 Headquarters New Delhi Location India Chairman Prof. Ved Prakash Affiliations Department of Higher Education, Ministry of Human Resource Development, NCERT Website www.ugc.ac.in The University Grants Commission of India (UGC India) is a statutory body set up by the Indian Union government in accordance to the UGC Act 1956[1] under Ministry of Human Resource Development, and is charged with coordination, determination and maintenance of standards of higher education. It provides recognition to universities in India, and disburses funds to such recognised universities and colleges. Prof. Ved Prakash is the incumbent Chairman of UGC, India.[2] Its headquarters is in New Delhi, and six regional centres in Pune, Bhopal, Kolkata, Hyderabad, Guwahati and Bangalore.[3] UGC is modelled after University Grants Committee of UK which was an advisory committee of the British government and advised on the distribution of grant funding amongst the British universities. The committee was in existence from 1919 until 1989. History Edit The UGC was first formed in 1945 to oversee the work of the three Central Universities of Aligarh, Banaras and Delhi. Its responsibility was extended in 1947 to cover all Indian universities.[4] In August 1949 a recommendation was made to reconstitute the UGC along similar lines to the University Grants Committee of the United kingdom. This recommendation was made by the University Education Commission of 1948-1949 which was set up under the chairmanship of S. Radhakrishnan "to report on Indian university education and suggest improvements and extensions".[5][6] In 1952 the government decided that all grants to universities and higher learning institutions should be handled by the UGC. Subsequently, an inauguration was held on 28 December 1953 by Maulana Abul Kalam Azad, the Minister of Education, Natural Resources and Scientific Research. In November 1956 the UGC became a statutory body upon the passing of the "University Grants Commission Act, 1956" by the Indian Parliament.[1] In 1994 and 1995 the UGC decentralised its operations by setting up six regional centres at Pune, Hyderabad, Kolkata, Bhopal, Guwahati and Bangalore.[7] The head office of the UGC is located at Bahadur Shah Zafar Marg in New Delhi, with two additional bureaus operating from 35, Feroze Shah Road and the South Campus of University of Delhi as well.[8] Professional councils Edit UGC, along with CSIR currently conducts NET for appointments of teachers in colleges and universities.[9] It has made NET qualification mandatory for teaching at Graduation level and at Post Graduation level since July 2009. However, those with Ph.D are given five percent relaxation. Accreditation for higher learning over Universities under the aegis of University Grants Commission is overseen by following fifteen autonomous statutory institutions :[10][11] All India Council for Technical Education (AICTE) Distance Education Council (DEC) Indian Council of Agricultural Research (ICAR) Bar Council of India (BCI) National Council for Teacher Education (NCTE) Rehabilitation Council of India (RCI) Medical Council of India (MCI) Pharmacy Council of India (PCI) Indian Nursing Council (INC) Dental Council of India (DCI) Central Council of Homoeopathy (CCH) Central Council of Indian Medicine (CCIM) National Council for Rural Institutes (NCRI) State Councils of Higher Education (SCHE) Council of Architecture Future Edit In 1976, the Union Minister of Education made open the government of India's plans to close down UGC and the related body All India Council for Technical Education (AICTE), in favour of a higher regulatory body with more sweeping powers.[12] This goal, proposed by the Higher Education and Research (HE&R) Bill, 2011, intends to replace the UGC with a "National Commission for Higher Education & Research (NCHER)" "for determination, coordination, maintenance and continued enhancement of standards of higher education and research".[13] The bill proposes absorbing the UGC and other academic agencies into this new organisation. Those agencies involved in medicine and law would be exempt from this merger "to set minimum standards for medical and legal education leading to professional practice".[14] The bill has received opposition from the local governments of the Indian states of Bihar, Kerala, Punjab, Tamil Nadu and West Bengal, but has received general support.[13] UGC has directed ten institutions to immediately shut down their off-campus centres.[15] In December 2015 the Indian government set a National Institutional of Ranking Framework under UGC which will rank all educational institutes by April 2016.[16] UGC has suggested to all Universities in India to set up an Online Admission System from the academic session commencing in 2016-2017.[17] Recently UGC has released 22 fake universities, 9 are from Uttar Pradesh, 5 from Delhi, 2 from West Bengal and one each from Bihar, Karnataka, Kerala, Maharashtra, Tamil Nadu and Odisha.[18] References Edit ^ a b "UGC Act-1956" (PDF). mhrd.gov.in/. Secretary, University Grants Commission. Retrieved 1 February 2016. ^ Prof. Ved Prakash, Chairman, University Grants Commission, New Delhi. Ugc.ac.in. Retrieved on 2013-07-16. ^ University Grants Commission Govt. of India website. ^ "University Grants Commission - Genesis". University Grants Commission. Retrieved 16 May 2016. ^ "Introduction to the university education commission of 1948". Krishna Kanta Handiqui State Open University. Retrieved 16 May 2016. ^ Denny. "University Education Commission 1948-49 in India". YourArticleLibrary. Retrieved 16 May 2016. ^ "About Western Regional Office". University Grants Commission. Retrieved 16 May 2016. ^ "About Eastern Regional Office". University Grants Commission. Retrieved 16 May 2016. ^ "CSIR UGC 2013". ^ "Higher education in India". Department of Higher Education, Ministry of Human Resource Development, Government of India. Archived from the original on July 18, 2011. Retrieved 2009-11-16. ^ "Professional Councils". University Grants Commission. Retrieved 2 July 2016. ^ "UGC, AICTE to be scrapped: Sibal". iGovernment.in. Retrieved 29 November 2011. ^ a b Reporter, BS (March 6, 2013). "States oppose national panel for higher education and research". Business Standard. Retrieved 10 December 2013. ^ TNN (Oct 5, 2013). "Major push to change the face of higher education". Times of India. Retrieved 10 December 2013. ^ "UGC Guidelines". ^ "New ranking system portal goes online, UGC tells all varsities to register". ^ "UGC Asks All Universities To Ensure Online Admission System". ^ "UGC lists 22 fake universities on its website". India Today. Retrieved 11 July 2016.

Wednesday, 4 January 2017

Teacher Education

1.4 CHANGING CONTEXT OF TEACHER
EDUCATION IN THE INDIAN SCENARIO :
The well-established tradition of teaching and learning in
India has retained its inherent strength even under adverse
circumstances. The post-independence period was characterized by
major efforts being made to nurture and transform teacher education.
The system of teacher preparation has come under considerable
pressure as a result of the expansion and growth of school education,
through efforts to universalize elementary education. Having
inherited a foreign model of teacher preparation at the time of
independence from Britain in 1946, major efforts have been made to
adapt and up-date the teacher education curriculum to local needs, to
make it more context based, responsive and dynamic with regard to
best meeting the particular needs of India. The current system of
teacher education is supported by a network of national, provincial
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and district level resource institutions working together to enhance
the quality and effectiveness of teacher preparation programs at the
pre-service level and also through in-service programs for serving
teachers throughout the country.
Impact of National Policies :
India has made considerable progress in school education
since independence with reference to overall literacy, infrastructure
and universal access and enrolment in schools. Two major
developments in the recent years form the background to the present
reform in teacher education-
The political recognition of Universalization of Elementary
Education that led to the Right to Education Bill, 2008 and
The National Curriculum Framework for school education, 2005.
The Bill has been passed by the Parliament and the Right to
Education Act has come into being making it mandatory for the state
to provide free and compulsory education to almost 20 crore
children in the 6-14 age group till class 8. The Act mandates a
schedule for the functioning of schools which includes a teacher-
student ratio of 1:30 till a student population of 200 students at the
primary stage. This would increase the demand for qualified
elementary school teachers many times. The country has to address
the need of supplying well qualified and professionally trained
teachers in large numbers in the coming years. The lunch of the
massive Sarva Shiksha Abhiyan in 2002 and the recent financial
commitment and education cess to augment the Universal
Elementary Education mission have underscored the need to
adequately prepare teachers to address the growing demand for
quality education.
Developments in School education :
School education has seen significant development over the
decades since independence. According to Government estimates
(Selected Educational Statistics- 2004-2005 – Ministry of Human
Resource Development, New Delhi) while 82% of the 20 crore
children of the 5-14 age group were in school as per enrolment
figures, it is equally true that 50% of these children are dropping out
before completing class 8 (MHRD Annual Report 2007-08). The
situation on the ground is still ridden with difficulties. Regional,
social, economic and gender disparities are posing new challenges.
This reality increases the challenge that the prospective teacher will
face in implementing the Right to Education Act.
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The continued fragmentation of the school system poses the
severest challenge to the national declaration of catering to the basic
needs of all children in the 6-14 age group through the elementary
education in an inclusive setting. However increasing privatization
and differentiation of the schooling system have vitiated drastically
the right to quality education for all children.
Changing Role of the Teacher :
The current system of schooling poses tremendous burden on
children. Educationists are of the view that the burden arises from
treating knowledge as a ‗given‘, an external reality existing outside
the learner and embedded in textbooks. Knowledge is essentially a
human construct, a continuously evolving process of reflective
learning. The NCF 2005, requires a teacher to be a facilitator of
children‘s learning in a manner that the child is helped to construct
his/her knowledge. Education is not a mechanical activity of
information transmission and teachers are not information
dispensers. Teachers have to increasingly play the role of crucial
mediating agents through whom curriculum is transacted.
Challenges in Teacher Education :
Unprecedented expansion of teacher education institutions
and programmes during the past few years characterizes the teacher
education scenario of today. With increasing school enrolments and
the launch of pan-Indian primary education development
programmes like Operation Blackboard, District Primary Education
Programme, Sarva Shiksha Abhiyan and Universalization of
Elementary Education, there was a natural increase in the demand
for teachers. Added to this, the backlog of untrained teachers in the
system and the essential requirement of pre-service teacher
certification for appointment as a teacher led to mounting pressure
on existing institutional capacity. The demand far exceeding supply,
market forces have taken over unprecedented rise in the number of
teacher education institutions in most parts of the country.
From 3489 courses in 3199 institutions and an intake of
2,74,072 in 2004, the numbers in December, 2008 swelled to 14,523
courses in 12,200 institutions with an intake of 10,73,661 at different
levels. This expansion has taken a heavy toll on quality parameters
like infrastructure, faculty learning resources and student profile.
Teacher education as a whole needs urgent and
comprehensive reform. There is a need to bring greater convergence
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between professional preparation and continuing professional
development of teachers at all stages of schooling in terms of level,
duration and structure. Considering the complexity and significance
of teaching as a professional practice, it is imperative that the entire
enterprise of teacher education should be raised to a university level
and that the duration and rigour of programmes should be
appropriately enhanced.
Research and Innovation :
There is a need to increase research that documents practices
reflectively and analytically- whether it is of programs or of
individual classrooms – so that it can be included in the body of
knowledge available for study to student teachers. University
departments and research institutions need to undertake such
research. In addition there is a need to innovate with different
models of teacher education. Institutional capacity and capability to
innovate and create are a pre-requisite for the pursuit of excellence.
Hence in the present scenario a lot of impetus has been given to
research. Many teacher educators are encouraged to take up either
major or minor research projects.
Inclusive Education :
There are two kinds of exclusion prevalent in schools; one is
the exclusion of the child with disabilities and the second is the
social exclusion of children who come from socially and
economically deprived backgrounds. There is a dire need to equip
teachers to overcome their biases in these regards and positively
handle these challenges.
The Persons with Disabilities (PWD) Act of 2005 provides
for free and compulsory education up to the age of 18 years for all
children with disabilities. The education of socially and
economically disadvantaged groups, especially the SCs, STs and
minorities has remained a primary national concern of education for
several years. The enrolment and retention of girls and therefore
their participation has also remained behind those of boys. Teachers
will have to be specially equipped if the social deprivation has to be
overcome through education.
Perspectives for equitable and sustainable development :
In order to develop future citizens who promote equitable and
sustainable development for all sections of society and respect for
all, it is necessary that they be educated through perspectives of

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gender equity, perspectives that develop values for peace, respect the
rights of all, and that respect and value work. In the present
ecological crisis promoted by extremely commercialized and
competitive lifestyles, children need to be educated to change their
consumption patterns and the way they look at natural resources.
There is also a increasing violence and polarization both
within children and between them, that is being caused by increasing
stress in society. Education has a crucial role to play in promoting
values of peace based on equal respect of self and others. The NCF
2005 and subsequent development of syllabi and materials is
attempting to do this as well.
Role of Community knowledge in education :
It is important for the development of concepts in children as
well as the application of school knowledge in real life that the
formal knowledge is linked with community knowledge. The NCF
2005 promotes the inclusion of locally relevant content in the
curriculum as well as pedagogy.
ICT in Schools and e-learning :
With the onset and proliferation of Information and
Communication Technology (ICT), there is a growing demand that it
be included in school education. Teacher education has been
structured to orient and sensitize the teacher to distinguish between
developmentally appropriate and detrimental uses of ICT. It needs to
also equip teachers with competence to use ICT for their own
professional development.
In view of the above discussion the newly visualized Teacher
education program as put forth by NCERT is as follows;
Newly visualized Teacher Education Program-
Emphasizes learning as a self-learning participatory process
taking place in social context of learner‘s as well as wider social
context of the community to nation as a whole.
Puts full faith in self learning capacity of school children and
student teacher and evolving proper educative programme for
education.
Views the learner as an active participative person in learning.
His/her capabilities or potentials are seen not as fixed but capable
of development through experiences.

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Views the teacher as a facilitator, supporting, encouraging
learner‘s learning.
Does not treat knowledge as fixed, static or confined in books but
as something being constructed through various types of
experiences. It is created through discussion, evaluate, explain,
compare and contrasts i.e., through interaction.
Emphasizes that appraisal in such an educative process will be
continuous, will be self-appraisal, will be peer appraisal, will be
done by teacher educators, and formal type too.
Hence there would be a major shift;
From To
Teacher centric, stable designs Learner centric, flexible process
Teacher direction and
decisions
Learner autonomy
Teacher guidance and
monitoring
Facilitates, support and encourages
learning
Passive reception in learning Active participation in learning
Learning within the four walls
of the classroom
Learning in the wider social
context the class room
Knowledge as "given" and
fixed
Knowledge as it evolves and
created
Disciplinary focus Multidisciplinary, educational
focus
Linear exposure Multiple and divergent exposure
Appraisal, short, few Multifarious, continuous
1.5 CHANGING CONTEXT OF TEACHER
EDUCATION IN THE GLOBAL SCENARIO :
Teacher education is a global profession that needs to be
understood properly. It is essential to grasp a global perspective of
the profession as it is today, to make assumptions about it in the near
future and to utilize the best thinking and instructional models
available in the present times.

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Professionally, powerful teaching is very important and
increasing in our contemporary society as a result of the steam of
dynamic initiatives of human development and evolution. Due to
these developments and evolution, standards of learning would be
higher in the 21st century than it has been in the 20th century. As a
result teachers would need to acquire additional knowledge and
skills, both general and specific, to be able to survive and be
successful in the 21st century school environment.
Education has increasingly become important to success of
both individuals and nations. Growing evidence demonstrates that,
among all educational resources, teachers‘ abilities are especially
critical contributors to students‘ learning and consequently the
success of a nation to advance in its economic, social and political
spheres (Darling-Hammond, 2006).
1. Dynamic teacher education and training in the 21st century
globalised world.
For dynamic teacher education and training in the 21st century
globalised world, teacher education and training institutions must
design programmes that would help prospective teachers to know
and understand deeply; a wide array of things about teaching and
learning and in their social and cultural contexts. Further more,
they must be able to enact these understandings in complex
classroom situation serving increasingly diverse students. If the
21st century teacher is to succeed at this task, teacher education
and training institutions must further design programmes that
transform the kinds of settings in which both the novices and the
experienced teachers teach and become competent teachers. This
signifies that the enterprise of teacher education and training
must venture out further and further and engage even more
closely with schools in a mutual transformation agenda with all
the struggles involved. Importantly, the teacher education and
training institutions must take up the charge of educating policy
makers and the general public about what it actually takes to
teach effectively both in terms of knowledge and skills that are
needed and in terms of the school contexts that must be created
to allow teachers to develop and use what they know on behalf of
their students (Fullan, 1993).
2. Structure of a globalised teacher education and training curricula.
Throughout the world, reform and innovation initiatives by
nations have triggered much discussion about the structures of
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teacher education and training programmes (Hėbert, 2001) and
certification categories into which programmes presumably fit.
Building stronger models of teacher preparation in the 21st
century would require adequate and progressive knowledge
content for teaching as well as knowledge content for the
subjects that the teacher would be required to teach. In this
respect, the ―what‖ of teacher education and training should be
the focus of the curriculum.
The ―what‖ of globalised teacher education and training
curricula
There are many ways to configure the knowledge content that
teachers may need to render their services professionally
(Darling-Hammond, 2006). In articulating the core concepts and
skills that should be represented in a common-core curriculum
for teacher education and training, there is need for a frame work
to guide decisions and practice. In the United States, the National
Academy of Education Committee on Teacher Education
adopted a framework that is organised on three intersecting areas
of knowledge found in many statements of standards for teaching
which would be applicable for consideration in the 21st century
teacher education and training curricula. The list below is
represented in figure 1 diagrammatically
Knowledge of learners and how they learn and develop within
social contexts, including knowledge of language
development.
Understanding of curriculum content and goals, including the
subject matter and skills to be taught in the light of
disciplinary demands, student needs and the social purposes
of education; and
Understanding of and skills for teaching, including content
knowledge of specific subject, content pedagogical
knowledge for teaching diverse learners, as these are
informed by an understanding of assessment and of how to
construct and manage a productive classroom.

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Figure 1 : Preparing Teachers for the 21st century
The curricula should take cognisance of the ever-changing
needs of society, the globalisation scenario, the advancement and
proliferation of technology and the way traditional classroom
teaching is loosing grounds for distance-virtual learning (Allen and
Thomas, 2000; Kantrowitz et al, 1987).
The content of the curricula should take account of the 21st
century classroom. Teachers should be trained on the state-of-the-art
hard and soft ware that will become common in the 21st century
classroom. Training in technology should encompass
telecommunications, satellite access, networking, the internet, video-
conferencing and digital components as well as optical technology.
These technologies will permit the 21st century teacher in the 21st
century classroom feel comfortable and teach effectively and
efficiently.
Another scenario is the changing pattern of world
employment. There are so many professions in our modern world
and this will multiply in the 21st century. The new directions in
teacher education and training should take cognisance of this so that
teachers are prepared to play multiple roles and take their rightful
positions in the teaching-learning environment to face these
challenges confidently. We can only improve the quality of
education worldwide for our students if we provide our teachers with
the required skills, knowledge and experiences. One which deserves
TEACHING AS A
PROFESSION
A VISION OF
PROFESSIONAL
PRACTICE IN THE
21ST CENTURY
LEARNING IN A DEMOCRACY
Knowledge of Learners and their
Development in Social Context
* Learning and Language
* Human Development
Knowledge of subject matter and
Curriculum goals
* Educational goals and purposes
for skills
* Content, subject matter
Knowledge of Teaching of subject
* Content knowledge
* Content and practice pedagogy
* Teaching diverse learners (Inclusive Teaching)
* Assessment and evaluation
* Clasoom management

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mention is the ability of the 21st century teacher to control disruptive
behaviour of students in the classroom which makes it impossible
for the teacher to work efficiently and effectively and even in some
instances puts the security of both students and teachers at risk.
Problems of such nature may multiply in magnitude in schools in the
21st century and for this reason, teacher education and training
institutions should equip teachers with knowledge and skills in
management to be able to address such problems effectively and
efficiently.
Teacher education curricula should be inclusive and
emphasize on life long learning, development in technology and its
applications and strategies for planning viable alternatives to benefit
students. Emphasis should be on democratic principles and practices.
The institutionalization of democracy will make teachers see the role
of schools and their contribution to the development of democratic
values, skills and behaviour from the global perspective.
The ―how‖ of globalised teacher education and training
curricula :
The programme designs and pedagogies should attend
specifically to the how of teacher education and training. It is
important to have well-chosen courses that include core content
knowledge for teaching and advanced research background. It is
equally important to organize prospective teachers‘ experiences so
that they are able to integrate and use their acquired knowledge in a
skilful manner in the classroom, especially incorporating research in
whatever is taught so that the 21st century teacher becomes teacher-
researcher at heart. Often times, this becomes the most difficult
aspect of constructing a teacher education and training programme.
The onus of the issue is that teacher education and training should
attend to both the what and how so that knowledge for teaching, in
reality, shapes the teachers‘ practice and enables them to become
adaptive experts who are versatile and capable of operating
effectively and efficiently in a variety of teaching and learning
environments using the tools that have been provided to them during
their training.
Lortie (1975) is of the view that accomplishing what has been
indicated above requires addressing special challenges in learning to
teach. Three interrelated issues are mentioned that learning to teach
requires that the 21st century teachers
Come to understand teaching in ways quite different from their
own experiences as students. This, Lortie refers to as the

21
apprenticeship of observation which refers to the learning that
takes place by virtue of being a student in traditional classroom
setting.
Learn not only to think like a teacher‖ but also to ―act as a
teacher‖. This is termed by Kennedy (1999) as the problem of
enactment. Professionally, teachers need to understand and be
able to do a wide variety of things simultaneously.
Be able to understand and respond to the dense and multifaceted
nature of the classroom environment, juggling multiple academic
and social goals requiring trade-offs from time to time and day to
day (Jackson, 1974). In short, the 21st century teacher should
learn to deal with the problem of complexity that is made more
intense by the changing nature of teaching and learning in the
teaching-learning environment.
A question that needs explicit answers in relation to the topic
under discussion is ―How can programmes of teacher education
and training prepare the 21st century teacher to confront the
identified problems of learning to teach and others
unanticipated?
Studies (Oberg, 2001; Hėbert, 2001; Glickman, 2001,
Weiner, 2001; McCall, 2001) examining seven exemplary teacher
education and training programmes find that despite outward
differences, the programmes had seven things in common namely :
A common clear vision of good teaching that permeates all
course work and clinical experiences, creating a coherent set of
learning experiences.
Well-defined standards of professional practice and performance
that are used to guide and evaluate course and clinical works.
A strong core curriculum taught in the context of practice and
grounded in knowledge of the child and adolescent development
and learning, an understanding of social and cultural contexts,
curriculum design, reform, and innovation, evaluation and
assessment and subject matter content and pedagogy knowledge
and skills.
Extended clinical experience, at least 24 to 36 weeks of
supervised practicum and student teaching opportunities in each
programme are carefully chosen to support the ideas presented in
simultaneous, closely monitored and interwoven course work.
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Extensive use of a variety of case methods, teacher research,
performance assessment and portfolio evaluation that apply
learning to real problems of practice.
Explicit strategies to help students to confront their own deep-
seated beliefs and assumptions about learning and students and to
learn about the experiences of people different from themselves.
Strong relationship, common knowledge and shared belief
among school-based and university-based faculty jointly engaged
in transforming teaching, schooling and teacher education and
training. (Darling-Hammond in Press).
Models of teacher education and training for the 21st century :
The new directions will have to grapple with models of
teacher education. The current models need reform and innovation
and new models would have to be developed that would enable
teachers to adapt comfortably to the changing times (Avalos, 1991;
Monnathoko, 1995; Popkewitz, 1987, Ginsberg, 1988; Nagel, 1992;
Al-Salmi, 1994; Shaeffer, 1990). The new models should emphasize
learning to do and learning to think so that we do not produce
learned monsters but learned thinkers.
1. There is absolute need for participatory teacher education. In
this model, teachers in training should play active role in the
training process. They should become participants in decisions
regarding the needs to which their training must respond; what
problems must be resolved in the day-to-day work environment
and what specific knowledge and skills must be transmitted to
them. In the participatory model teachers must be self-directed
and self-taught. Every aspect of the training must be based on
reflection and introspection. The needs, problems, statuses and
roles must be clearly defined, examined and analysed by them.
The actual concrete experiences of working with students should
be emphasized. Teachers must be able to collectively examine
and analyse their consequences, assisted by the trainers in
solving problems (Akinpelu, 1998; Akyeampong, 2003).
In the new directions, there should be what I would like to
term as ―better teaching‖ model. Teachers should be able to :
Author and publish experiences and researches conducted.
Be central and key participants of curriculum reform and
innovation.
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Extensive use of a variety of case methods, teacher research,
performance assessment and portfolio evaluation that apply
learning to real problems of practice.
Explicit strategies to help students to confront their own deep-
seated beliefs and assumptions about learning and students and to
learn about the experiences of people different from themselves.
Strong relationship, common knowledge and shared belief
among school-based and university-based faculty jointly engaged
in transforming teaching, schooling and teacher education and
training. (Darling-Hammond in Press).
Models of teacher education and training for the 21st century :
The new directions will have to grapple with models of
teacher education. The current models need reform and innovation
and new models would have to be developed that would enable
teachers to adapt comfortably to the changing times (Avalos, 1991;
Monnathoko, 1995; Popkewitz, 1987, Ginsberg, 1988; Nagel, 1992;
Al-Salmi, 1994; Shaeffer, 1990). The new models should emphasize
learning to do and learning to think so that we do not produce
learned monsters but learned thinkers.
1. There is absolute need for participatory teacher education. In
this model, teachers in training should play active role in the
training process. They should become participants in decisions
regarding the needs to which their training must respond; what
problems must be resolved in the day-to-day work environment
and what specific knowledge and skills must be transmitted to
them. In the participatory model teachers must be self-directed
and self-taught. Every aspect of the training must be based on
reflection and introspection. The needs, problems, statuses and
roles must be clearly defined, examined and analysed by them.
The actual concrete experiences of working with students should
be emphasized. Teachers must be able to collectively examine
and analyse their consequences, assisted by the trainers in
solving problems (Akinpelu, 1998; Akyeampong, 2003).
In the new directions, there should be what I would like to
term as ―better teaching‖ model. Teachers should be able to :
Author and publish experiences and researches conducted.
Be central and key participants of curriculum reform and
innovation.

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Encourage learners to work together in a cooperative spirit,
help each other with their work as well as be able to evaluate
themselves.
Help learners publish their own work online portfolios.
Write a bank of learning activities for learners to access at
their own pace.
Give learners a wider choice of learning activities according
to their own interests and capabilities.
Build up a personal portfolio of their best teaching plans so as
to share among other teachers.
Create exciting learning environment of active knowledge
creation and sharing.
2. The new teacher education and training should not lose site of the
power of technology for both teachers and students learning.
The real power of technology will come when teachers have been
trained well in them and have captured the potential of
technology themselves. In this way, teachers would be able to
contribute to model the behaviour that the students are expected
to learn thereby making them to grow up not to be learned
monsters but more human, creative and productive (Burke, 2000;
Holmes Group, 1986).
3. Need for in-depth content and practical knowledge of
research for teachers
Research must be a major priority in teacher education and
preparation in the 21st
century. Professional teachers naturally
seek answers to questions and solutions to problems that enable
them to help their students to learn. They are decision makers,
make thousands of choices on hourly basis regarding the choice
of texts, literature, appropriate and relevant technology
integration, curriculum pedagogy, assessment and measurement.
They are highly reflective and sensitive to the needs of their
students. They encounter failures and successes. However, much
of what teachers have to offer remains a secret. Their key to
success is a mystery. Teachers seek multiple means of looking at
their world of teaching and learning and that of their students by
unlocking the secrets within the classrooms. Research is one of
such potent keys to help unlock these secrets.

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The concept research and its significance to teacher education
and training :
There is need to look at the concept research and how it
applies to the teaching-learning environment, especially in the 21st
century school environment. This will make the professional teacher
to identify with the fact that research is a major part of the
professional practice. For this reason, research in this discussion will
be taken to mean :
“…systematic study of a phenomenon with the aim of finding
explanations or solutions or understanding and finding patterns
among what is studied so that action could be taken to arrest or
improve the situation” (Boaduo, 2001:4).
Problems of different kinds and magnitudes abound in the
teaching-learning environment and these would quadruple in the 21st
century school environment. Whenever such problems surface and
pose threat to the survival of the students and their progress, a
critical study would have to be conducted to find solutions to resolve
the threat and improve the situation.
Need to provide 21st century teachers with solid foundation in
research methods :
If the 21st century teachers are to consider themselves as
researchers and use research to improve their practice, then the
following conditions would need to be fulfilled in their entirety by
teacher education and training institutions (Boaduo and Babitseng,
2006).
All categories of teachers – pre-school, primary, secondary and
tertiary – should have as part of their training a concise detailed
course in research methods that would conceptualise and
concentrate on the work that teachers do in their day to day
practice and not just as a course to fulfil a condition for a degree
or diploma certificate.
When equipped with the required content and practical
knowledge and skills in research, teachers must be the first
people to initiate research in the teaching-learning environment
that has significant bearing on their professional practice because
they have the knowledge, skills and experiences about the needs
of their students and situations that confront them as well as the

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lives of the education institutions that they are located and
operate daily.
Decisions taken about research in their operative environment
which affect their condition and progress of their practice as
professionals in the educative sphere must be theirs to make and
implement.
Educational researches that are related to teaching – be it in the
classroom or for the general improvement of the overall school
environment (physical infrastructure, institutional materials or
methods, strategies and approaches) can be effective with the
agreement of teachers (UNESCO, 1979). This can only be
successfully accomplished if they are given in-depth training by
the institutions.
3. Globalising the teaching profession through a globalised
teacher‘s council.
Currently, every country has its own teaching council with
specific objective to register professionally qualified teachers before
they can practice. Every country has its own requirements that
professional teachers should meet in order to be registered and
certificated to teach. Even in the same country, like the USA,
Australia and United Kingdom getting registered as a teacher entails
delaying. In the USA every state has its own teaching council that
registers professionally qualified teachers and certificated with a
license to practice. A critical look at this scenario reveals that
teacher transfer from one state to another in the same country
becomes a burden if not delays while teacher-shortages abound in
these countries.
In order to make teaching to become a mobile profession
world wide, there is need for 21st century globalised teaching
council. The mandate of this council should be to collaborate with
institutions and organizations responsible for teacher education and
training to develop a common-core teacher education and training
curricula as well as the establishment of teacher professional
registration council which would be mandated to issue professional
teaching licenses for practitioners that would be recognised
worldwide to make teacher mobility from region to region and
country to country easy and fulfilling.
1) The need for teacher-tracer studies and further professional
development by teacher training institutions after training.