Miscellaneous

14. Envisaging Curricular Changes in
Teaching of English at + stage

Changes visualized in the teaching of English at the +
stage in Maharashtra

(A brief study of the retrospective and prospective position
of teaching of English at the + stage in Maharashtra)

Background

Various commissions, such as Calcutta University
Commission (1919), The University Education Commission
(1949) and Kothari Commission (1964-66) firmly expressed
the desire to have uniform Policy of Education throughout
the country. The Kothari Commission suggested that gen-
eral education should take place in the first ten years. This
period should cover a primary stage of seven or eight
years. Classes of XI and XII should be extended to over a
period of two years and to be located exclusively in schools.
It should be spread over the period of the next ten years.

The Commission’s report was seriously considered

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at the National level and in 198 the National Policy statement
on education stated “a radical reconstruction of education on
the broad lines recommended by the education commission is
essential for economical and cultural development of the
country for national integration and for realising the ideal of
socialistic pattern of society.”

In 1970 the Government of Maharashtra in its Policy
statement on Education made it clear that it would follow the
10+2+3 pattern. It was on 7th February 1975 , Government of
Maharashtra declared its policy about the introduction of
Higher Secondary courses by a Government Resolution. The
Government announced, “The Higher Secondary Pattern con-
sisting of Std. XI and Std. XII be introduced from June 1975,
progressively, i.e. for Std. XI in June 1975 and for Std. XII in
June 1976.

The Kothari Commission studied the drawbacks and
problems in implementing the traditional three language for-
mula. However, it accepted that —

“English will continue to enjoy a high status so long as
it remains the principal medium of instruction of the universi-

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ty stage and the language of administration at the centre and
in many of the states.”

I Phase

In the state of Maharashtra the teaching of English at
the +2 stage has witnessed amount of ups and downs. The
guidelines presented by NCERT, the local needs were always
considered while restructuring the curriculum. During the peri-
od of its conception, that is during the period of 1975 to 1980
the students could offer English as a compulsory subject but
from the two levels namely Higher and Lower level. It was sug-
gested in the scheme of subjects that, ‘students in Std. XI and
XII will have to offer two languages as compulsory subjects,
one at the higher level and the other at the lower level or both
at the higher level, selecting one form each of the following
two groups and any four optional subjects. English (Higher Lev-
el) or English (Lower Level)

The students who had offered English as the Higher
Level up to their Std. X had to offer English as Higher Level lan-
guage at the + stage and the students who had offered English
at Lower Level had to offer it as a lower Level at the +2 stage
and the students who had offered English at Lower Level had

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to offer it as a Lower Level at the +2 stage. The objectives of
teaching both these courses were distinctly framed. Sepa-
rate textbooks for the Higher Level and Lower Level courses
were prepared by the State Board. There was no particular
methodology prescribed by the Board and normally the tra-
ditional approach as suggested in the B. Ed. Course was
considered as a standard one. The evaluation procedure by
and large was content and memory based with stress on
the writing and reading skills.

II Phase

Later on in the year 1982 the scheme of subjects
was changed and the syllabus stated, ‘Students in Std. XI
and XII will have to offer two languages (Uni-level) as com-
pulsory subjects selecting one from each of the following
two groups and any four optional subjects.” The compara-
tive study of the syllabi of Higher Level and Lower Level and
that Uni-level reveal that almost all the objectives of the
Higher Level course have found place in the Uni-level
pattern was supposed to be the combination of the Higher
and Lower level courses. The textbook was prepared by the

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State Board and hat has been revised thrice so far. During
the second phase aseparate fiction was introduced as a rapid
reader along with the regular textbook. In the later change
one act plays were introduced in the text itself as a rapid
reading part. There was no specific methodology suggested
for the classroom teaching and the traditional methodology
as put forward by the B. Ed. Colleges was considered as
standard. The testing pattern was also more of content,
knowledge and memory based with less scope for skill
testing or application.

The whole curriculum was revised and restructured in
the year 1995 and the syllabus , textbooks, methodology of
teaching and the pattern of evaluation were changed consid-
erably.

Present scenario

Syllabus

The present scene emerged as a result of reaction to
the trodden path of the old approach. The phenomenon of
structurally competent but communicatively incompetent
gave rise to evolve a syllabus that is more of communication

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based. The syllabus for the first time focused its attention on
the skill based approach towards learning of English and atten-
tion on the skill based approach towards learning of English
and listening speaking, reading writing and communication
skills were given serious considerations. More than the struc-
tures of the language something else is involved and this
’something else’ is the application and the use which is given
due weightage. The syllabus introduced for the first time, vari-
ous communication skills and the functional approach towards
teaching of English. The syllabus in practice is thus a blend of
structures and communicational competencies expected from
the learners.

Material

The material developed in the form of coursebook for
Std. XI and XII has been primarily on the communicative ap-
proach. The textbooks at the Junior College for the first time
included reading material for students and teaching guidance
and material for teachers and a workbook for students. The
material used is authentic, modern and living literature of the
pieces of linguistic usage. The material selected is expected to
train or prepare the learners for the life and at the same time

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for their tertiary level of learning. It emphasies the role of the
learner in the process of learning .The glossary, followed by a
suitable self learning exercises gave vent to the learning of the
basics of a language. The materials mainly stress on the life
oriented and learner centred approach.

The material for the first time diverted itself from the
traditional, fabricated or only the literary pieces but were se-
lected from the various life sources. The total impression of
the material and the treatment given to it values for the learn-
ing of a language rather than teacher centred approach of
study. The Coursebooks, it is claimed, that they offer opportu-
nities for remediation, consolidation and extension of the lan-
guage already learned. Thus the needs of the learners were
seriously considered and something useful to them is being
provided. However, the material provided through the text
matter is considered to be just as a model or specimen and the
innovative teachers are expected to use and develop a parallel
material of their choice to consolidate the skills.

Methodology

The teaching methodology for the first time stressed

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on the learner centered approach in teaching. The learners
have been provided ample opportunities for the participative
learning. The methodology of teaching is being suggested for
the first time through the text. The skill of speaking is sup-
posed to be developed through the text. The skill of speaking
is supposed to be developed through the pair and group
work. Teachers are supposed to make use of the exercises
that would develop the listening skill, reading skill, writing
skill and communication skill.

Teachers have to understand their changed role. They
must be the facilitator, planner, administrator, diagnostician,
friend and the provider or knowledge as well. Teachers
should help students in getting all the techniques essential for
learning. Teachers job is considered to train students in
‘learning how to learn.’

Evaluation

The drastic change in the evaluation pattern at this
stage is in commensuration with the changes that have taken
place in the syllabus, material, methodology. The major shift
in the testing pattern of English for Std. XI and Std. XII is from
memory or content knowledge testing to the testing of skills.

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Unlike the old pattern of the question paper the revised
pattern does not encourage memory of students. There is no
scope for testing of the given content. Instead the testing of
language is done by setting questions on the various sub-skills
of the language.

The format aims at testing reading capacity of stu-
dents and their level of understanding by setting questions of
factual understanding, personal response, theme, dramatic
techniques, global understanding, literary form and language,
discourse markers, etc. It also tests the aesthetic attitude that
students are supposed to have developed, vocabulary power,
grammatical awareness and even their writing skill. The trans-
figuration in the evaluation system as compared to the old
one has been alarming.

Further need to change

Considerations

Teachers of English will have to face man challenges in
the coming days. In the first place, the drastic decision of the
Government of Maharashtra of introducing English right from
std. I. Especially when the Education Department has success-

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fully launched and monitored the enterprise with exceptional
quality of success demands, teachers of English teaching at
any level to review, contemplate and prepare themselves.
Now, in our state, English is being taught at par with the
mother tongue. This will pose man challenges as students in
coming few years will have the experience of almost 10 years
of actively using English. More smart generation of well
equipped information will demand something full of more
challenges. Moreover, coming generation of students is wide-
ly exposed to the use of English with the effect of media and
electronic gadgets. The modern innovations in the field of In-
formation and Technology underscores the growing im-
portance of English, Naturally the study of English is gaining
precedence.

It is for the first time in human history the speed of
change has been felt so tremendously. The effect of globaliza-
tion is tremendous and proposing an excuse for the limita-
tions in the exposure and providing any reasons for the lacu-
nas in students in form of any disguise would be lame. Other-
wise, the future will held us responsible. The ardent need is to
fill in the thin gap between so called urban and rural learners.

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Especially when the world is shaping into a small village.

The world is observing rapid increase of competitions
in every walk of life. Preparing students linguistically to face
these challenges boldly will have to be properly tackled. For
this and for many unseen reasons the needs of the students
must be catered for. Demands of the children should be con-
sidered along with the ideologies that the curriculum framers
wish to impose. The fast degradation of the values in the soci-
ety claims for the quicker restoration of them in form of the
world classics that would illumine the values to be inculcated.
Therefore, the exigencies of the time anticipate a radical
change in the syllabus, materials, methodology and conse-
quently evaluation.

Recently ‘National Council of Educational Research and
Training (NCERT) has come up with the National Curriculum
Framework of School Education. The considerations and the
expectations as visualized in aforesaid document are also been
considered along with my own convictions conceived after the
experience of 22 years of teaching. The findings of my re-
search work submitted to the University of Pune have also
been incorporated as they are of greater value in the changing

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times.

Syllabus

Teaching of English at the + 2 stage is of great im-
portance as the +2 stage is said to be terminal in nature. It
prepares both kinds of students, those who want to continue
higher education at the tertiary level and those who are ex-
pected to start some kind of self employment and end up
with their formal education. In view of this pivotal place of
English, no wonder, it needs a special attention. Especially
when +2 stage is a link between the Secondary school and
Senior College more specific attention towards the framing of
syllabus is needed. The study of the historical development of
the teaching of English at the S. S. C. level. The +2 stage and
the Post H. S. C. level has revealed varied ups and downs and
dire need to bridge the widening gap and to bring a sense of
uniformity that is very rarely observed.

It is very much essential at this stage to confirm that
the students at this stage need English for preparing them for
the further studies which requires the consideration of Eng-
lish for Academic purposes (EAP). This is especially vital when
the students have completed about ten years of their learning

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of this language. However, when the students want to special-
ize in a particular stream after their Junior College education.
Therefore, all the stakeholders should be considered in fram-
ing the syllabus. The major role here is expected to be placed
by the students. Their desires, needs must find right kind of
reflection in the syllabus. The bottom up policy should be
adopted in this regard. For that various strata of the society
needs to be considered. The comprehensive nature of the syl-
labus should developed which would give proper weightage to
language and literature.

The syllabus should not be just an enlisting of the gram-
mar items and the kind of prose, poetry to be included but
should rightly focus on the various issues such as approach,
method, evaluation techniques and so son.

Material

In the light of the expectations envisaged in the sylla-
bus the material to be used to drive home the necessary inputs
must be of specialized nature. Primary there should be sepa-
rate textbooks of English. One General Course which would
comprise of literary pieces, poems, essays and short stories
could be considered as a compulsory for all the students of

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every stream. However, separate books should be devel-
oped for the students of Science, Commerce, Arts and
MCVC streams. That would be giving proper justice to the
aspirations of the students. The material used for ESP text-
books should be more of activity oriented, project based
practical in nature and not just prose passages. The devel-
opment of linguistic abilities should be given proper place.
The top priority at this stage should continue for the devel-
opment of the sub-skills of listening, speaking, reading and
writing. The material derived ought to be from the life
sources and not the fabricated one.

Methodology

In the light of the changes foreseen teachers will
have to adopt more practical approach towards the inculca-
tion of the linguistic skills. Language is best consolidated
through its use hence, the method adopted should be tar-
geted on the active use of language in the life situations. A
proper place for different methods like discussion, arrang-
ing seminars, workshops paper reading sessions from the
side of the students interviews, project reports, should form

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the major part of the methodology. It is believed that his ped-
agogical approach would set the learners free from the pre-
scribed texts and even the imposition of a teacher.

The major aim of education is often considered to be
making the learners independent and the methodology sug-
gested above would aim at the same. The personal responses
and the individual thinking should be given a pivotal position.
The inclusion of practical in language and consequently the
English Journal should be made compulsory for students. The
completion of which would indicate the kind of abilities the
learner has achieved.

Evaluation

The changes expected in the syllabus, material, meth-
odology would definitely affect the evaluation system as well.
The practical use of language used in the English Journal
should be given proper weightage in the evaluation pattern.
That is the completion of the Journal can be given about 10%
credit in the Annual Examination.

There can be one paper constructed on the General
Course Book which would be compulsory for all,. The other

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paper can be based on the ESP based textbooks and they
will be separate for the students as per their needs. The
weightage can be 40% for the earlier paper and 40% for the
later, 20% can be reserved for the internal assessment and
the oral testing. The evaluation should focus on the testing
of applications, usage, skills and reducing the memory
based questions.

Conclusion

It is my pragmatic observation that the changes en-
visaged at all the stages of learning would be beneficial for
students in their life. It is the need of the time and future to
bring about a change that would make learners independ-
ent and abe to face the challenges of the future. It is for the
teachers of English, educationist, policy makers and all the
concerned to think of the impending changes. I submit
twith all regards my contemplation of the prospective
changes to comment, criticize and ruminate, Anxious to
know about your reactions. Thank you.

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