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Language across the Curriculum (Theory)
After completion of this course, the students will be able to-
- explain the language background of students as the direct or seen language users
- create sensitivity to the language diversity that exists in the class room
- discuss the nature of classroom discourse and develop strategies for using oral language in classroom
- explain the nature of reading comprehension and writing in specific content areas
- discuss interplay of language and society
- analysis functions of language
- explain language and speech disorders and suggest remedial measures
Course Outcomes (COs):
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Course |
Course Outcome |
Learning and teaching strategies |
Assessment strategies |
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Paper Code |
Paper Title |
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EDU 705
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Language across the Curriculum |
CO157: Examine the different concepts related to language, language use and usage. CO158: Develop sensitivity to language diversity in multilingual society. CO159: Combine appropriate language skills in the classroom situations. CO160: Organize various classroom activities to develop the LSRW skills in and out of classrooms.
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Teaching strategies: Explanation, Discussion, Illustration Learning strategies: Self-learning Assignments, Co-operative learning |
Formative Assessment (30%): Class test- week 6, Assignment (1), Worksheet (2) Summative Assessment (70%): Semester end examination |
- Meaning and nature of language
- Scope and importance of language
- Functions of language
- Language background
- Home language
- School language/second language
- Formal and informal language
- Oral and written language: meaning, principles, objectives, relation and differences
- Theoretical perspectives on Language Deficits
- Development of oral proficiency
- Classroom discourse
- Discussion as a tool of learning
- Language skills (LSWR): meaning, concepts, importance, co-relation, methods and techniques
- Listening skills: pronunciation, intonation, stress, pitch, rhythm and oral aptitude
- Speaking skill: pronunciation, intonation, stress, pitch, rhythm and oral aptitude
- Writing skill: aspects of writing – shapes, sounds, meaning, punctuation marks, word, and sentence
- Reading skill: consonants, vowels, words, sentences, silent reading, imitation reading and loud reading
Sessional work (Any One):
- Discuss with students and find out the different languages they speak, prepare a plan to use multilingualism as a teaching strategy
- Identify speech defects of primary level students and plan remedial strategy
- Organize an activity based game to motivate students for creative questioning
- Close and critical reading/ discussion in small groups
- Conduct a survey in a secondary school to study academic achievement in overall or in specific subject of diverse linguistic students
- Agnihotri, R.K. (1995) Multilingualism as a class room resource. In K.Heugh, A Siegruhn, P. Pluddemann (Eds) Multilingual Education for South Africa Heinemann Educational books.
- Anderson, R.C. (1984) Role of the Readers Scheme in Comprehension, Learning and memory. In R.C. Anderson, J.Aslrom & R.J. Tierney (Edu) Learning to Read in American Schools.
- Bansal R.K. and Harrisson J.B. - (1990) Spoken English for Indian Orient Longman LTD Madras.
- Ladson, Billings G (1995) Towards a Theory of Culturally Relevant Pedagogy, American Educational Research Journal.
- NCERT (2006) Position Paper National Focus Group on Teaching of Indian Language (NCF 2005) New Delhi.
- Paliwal, A.K. (2002) Communicative Language Teaching, Sumtri Publication, Jaipur.
