Parth Bhatt

Language Learners from Semester 3 of Post Graduate Department of English, #MKBU practiced #FlippedLearning in the Department, where learners were supposed to complete the literary #WebTasks of #Existentialism under the guidance of Prof. Dilip Barad Sir. Got a chance to take a stroll and saw students taking notes, selectioning comfortable learning environments, listening to and watching video resou rces, and selecting #Web2 .0 platforms with preferable internet enabled devices of their choice such as either smartphones, laptops or personal computers. It offers such a noble learning atmosphere and Flipped Learning environment which creates an innovative mode of learning when a learner learns through #TaskBasedLangageTeaching #TBL and it's a modern way of #EnglishLanguageTeaching .  Teacher's role is critical in Flipped learning because a teacher has to design a task which is so engaging, innovative and learner friendly. A praiseworthy work is being done b

Students are requested t o prepare a p ersonal blog and share yo ur bloglinks in the co mment section of the blog so the records can be documented properl y and your blogs can help the stude nts in fut ure too. In English Department, MKBU First Semester Students screened the film adaptation Robinson Crusoe starring Pierce Brosnan as central character (Robinson Crusoe) after studying the text. This blog is designed to share the interpretations and findings of the students. After viewing the film there are few questions in my mind before asking the questions Let's face the facts . About The Film Author: Daniel Defoe (1616-1731) Genre: Novel Directors: Rod Hardy (as Rodney K. Hardy), George Miller   Screen play: Christopher Lofton , Tracy Keenan Wynn , Christopher Canaan Robinson Crusoe flees Britain on a ship after killing his friend over the love of Mary. A fierce ocean storm wrecks his ship and leaves him stranded by himself on

Smt. S. B. Gardi Department of English, Maharaja Krishnakumarsinhji Bhavnagar University Bhavnagar M.A. Semester 3 English Language Teaching 1   Unit 1: The role of English in India English for Academic Purposes by Liz Hamp-Lyons Introduction: Over the past 25 years TESL/TEFL in universities/colleges and other academic settings - or in programmes designed to prepare non-native users of English for English-medium academic settings - has grown into a multi-million-dollar enterprise around the world. Teaching those who are using English for their studies differs from teaching English to those who are learning for general purposes only, and from teaching those who are learning for occupational purposes. Background:  The practice of teaching EAP has been with us for a long time - wherever individual teachers of non-native students in academic contexts have taught with a view to the context rather than only to the language - but the term 'EAP' first came into

Smt. S. B. Gardi Department of English, Maharaja Krishnakumarsinhji Bhavnagar University Bhavnagar M.A. Semester 3 English Language Teaching 1 Unit 1: The role of English in India  “The objective of teaching a language… is to enable the learner to believe in such a way that he can participate to some degree and for certain purposes as a member of a degree and for certain purposes as a member of a community other than his own. The degree to which any particular learner may wish to participate will vary. He may seek only to read technical literature, or the may wish to preach the gospel in a foreign country. These varying degrees of participation require different levels of skill in language performance.” (Pit Corder 1973:27) Functionally-determined sub-categorization of languages First Language (L1) Second Language (L2) Foreign Language Classical Language  Objectives of Language Teaching Helping learners to learn language/languages to perform variet

Smt. S. B. Gardi Department of English, Maharaja Krishnakumarsinhji Bhavnagar University Bhavnagar M.A. Semester 3 English Language Teaching 1 Unit 1: The role of English in India  “To know another language well, to experience in personal immediacy the transparencies or opaqueness which link or divide it from one’s native speech – to do these things is, quite literally, to harvest a second self. It is to open a second window on the landscape of being.”  ~ George Steiner quoted as R. Gefen 1985:26 English in India is a potential national resource. It is important to develop tolerance and positive attitudes towards English. Practical approaches can be adopted in the areas of its teaching by making it more need based, flexible and innovative. English Language – lingua franca – link language National resurgence (reappearance), political awakening, cultural unification  Socio-political historical reasons for growth of English in India  Dominating language, language of

Smt. S. B. Gardi Department of English, Maharaja Krishnakumarsinhji Bhavnagar University Bhavnagar M.A. Semester 3 English Language Teaching 1 Unit 1: The role of English in India The creative exploitation of linguistic resources reflects the values of different socio-cultural traits. The Indian reality is manifested at many levels of language organization from borrowing, lone creatings to idiom, metaphor, symbolism etc. brought to the English language English is taught in India as a second language. The creative exploration of linguistic resources reflects the values of different socio-cultural traits. The Indian reality is manifested at many levels of language organization from borrowing, lone creating to idioms, metaphor, symbolism etc. brought to the English language.  The paper describes how English is made to fulfill the function of a second language. The transition is shown with examples from Fire on the Mountain by Anita Desai, Nectar in a Sieve byKamala Marka

Smt. S. B. Gardi Department of English, Maharaja Krishnakumarsinhji Bhavnagar University Bhavnagar M.A. Semester 3 English Language Teaching 1 Unit 1: The role of English in India Teaching of EST in Indian Conditions by R. S. Sharma (Banaras Hindu University, Varanasi) Teaching of  E nglish for  S cience and  T echnology in India has several drawbacks. To study the drawbacks please refer to the copy of research article shared with you in the class and study the presentation. Teaching of est in indian conditions by r s sharma from Parth Bhatt Courses and Methods Course design should be such which helps a learner of EST to offer contemporary / up-to-date knowledge Teachers should offer a learning environment where learner can contribute, share, and grow. Material should be concise, accurate and genuine. Lack of availability of material in mother tongue and regional languages Ill-equipped Teachers Learner's need analysis Spoken English is

Smt. S. B. Gardi Department of English, Maharaja Krishnakumarsinhji Bhavnagar University Bhavnagar M.A. Semester 3 English Language Teaching 1 Unit 1: The role of English in India Teaching English as 'Second Language in Inda by  Kapil Kapoor ( JNU, Delhi) Kapil Kapoor, a JNU ELT Scholar, marks the reflections of English Teaching in India as Second Language in this research paper. The presentation is an excerpt from his essay. The essay also reflects socio-political conditions, language movements, and acceptance of English as Second Language (L2) in India, The fundamentals of ELT i.e. L1, L2, L3 and more.. What are the problems of Teaching English in India? What are the possible solutions to those problems? Where do we leg behind in understanding of Teaching English? Kapil Kapoor sarcastically compares the modern language learning with the traditional language learning. Kapil narrates The three language formula and the importance of Methodology in this essay.

Smt. S. B. Gardi Department of English, Maharaja Krishnakumarsinhji Bhavnagar University Bhavnagar M.A. Semester 3 English Language Teaching 1 Unit 1: The role of English in India Dear Learners, Please read the presentation and the essay  'Satan and Saraswati: Double Face of English in India'   shared with you in the class and interpret the essay and blog it on your personal blogs. These blog tasks will help you to create your own reading material for your ELT 1 Paper and you'll also be able to understand the double face of English in India. The essay by E. Annamalai reflects the dual faces of English in India. It takes us back from the time of the independence and it accounts the good as well as the bad sides of English in India. There were language movements in India. Acceptance of English went through upheavals in India. It is an interesting essay. Read it. Interpret it and blog it.  Here's the presentation for you. Ma sem 3 Elt1 Unit 1