1

Practicing Innovative Strategies in Pedagogy

Name: Mayuri Tratiya

Institute: Kansagara College
Complete Address: Kotecha Chowk, Kalawad Road, Rajkot
Email Id: [email protected]
Contact Number: 9227512383

Abstract:

Exploring ELT and practicing Innovative strategies in Pedagogy aim at projecting the
possibilities for teaching English as second language, among Gujarati language speakers. It
emphasizes on enhancing the language skills, and the challenges in developing the
Communication skills. Perspective is about contributing new ideas to analyze, thoroughly the
strength and weakness of the various language teaching methods, erstwhile tried. A role of
modern pedagogical approach tends to include the background, in which the method evolves,
and the basic principles and characteristic features of the method, the strength and weakness of
method and lastly the relevance of the method. Among the many approaches and methodologies,
the main objective is of establishing the feasibility of following an innovative pedagogical
approach for the teaching of English as a second language among Gujarati language speakers;
that is Communicative English especially among first year students of the College. As English
language do have pivotal role in Empowering Employability; to meet the global needs in
developing English language competencies, the English language teacher, being a pedantic one,
has to pick up an appropriate model and adopt the apt teaching approach and methodology to
impart language learning habits among the college students- language learners. Trying out the
innovative practices, while handling the heterogeneous groups of learners and as a facilitator, a
task provider, as a resource person – As a pedagogue of language learning activities; An attempt
was rendered to imply, interpret and evaluate the methods that have been in vogue from time to
time; with innovative strategy of giving weight age on Rote learning based on the ‘Repeat after
me’ ELT method, in the English language learning classroom.
 2

Introduction

A Pedagogue leading toward the goal of improving learners' communicative competence in

English as a second language, to the adults and that too in mass, takes time and effort. The
method of teaching the other language starts generally with simple vocabulary, learning
sentences grammatically, translating words and sentences, and so on. But the go-to study
methods that most diligent language learners use haven’t been proved so efficient, when it comes
to fluency. Pedagogue need to stay passionately involved with constant efforts of the language
learners, as they require understanding, producing and manipulating the target language over a
long period of time. Moreover, English language teachers must first be aware of their own
learning of their native and non-native second languages before they teach. As a result,
reexamine and deconstruct the nuances of our native and non native languages through the
eyes of our students. This self-awareness, however, is easier said than done. Hazel Francis
in his Preface to ‘Language in Teaching and Learning’ depicts that text books selected by
the pedagogue have to be qualitative, need-based and indigenous. In addition, the modern
teaching method doesn’t follow one rigid method- or conventional method but as a pedagogue
one should apply the Principled Eclecticism approach – fitting the method to the learners. The
best guide for teachers and language students is choosing the techniques and activities that are
appropriate for each particular task with a focus on motivation and helping learners to become
independent and inspired to learn more.

On experiment basis, regarding English language teaching, first year students of B.A. and
B.Com. were selected. For these students, a program was designed and executed by English
faculties, including me, for ELT. Innovative Theory about it was that focusing on the method,
just as a child learns some language through a repetition of mother’s words, such as students will
also repeat the words of the faculty. For example, a new born Gujarati child if raised by an
English family, will certainly learn spoken English by the age of 2, and moreover, without
knowing the English grammar. As teachers, it is easy to fall into a rhythm of call and
response. After all, we ourselves learned through modeling. As babies, our mothers told us,
“say mummy” and we said it. It’s only natural that we gravitate to teaching- learning
procedure in the same way. Listening and speaking skills are developed at an early age, but the
reading and writing skills are developed later. Rote learning based – ‘Repeat after me’ was
mainly the method that was to be implied, with other variety of activities for the students. Lilli
Kimppa from the University of Helsinki studied language acquisition with a scientific approach.
Even short repetitive exposure to novel words induced a rapid neural response increase that is
suggested to manifest memory-trace formation. Rapid learning of new words is crucial for
language acquisition, and frequent exposure to spoken words enables vocabulary development.

For second language learners, as grown up ones, mostly students were able to understand the
basic conversation in English, but were not able to speak up in English fluently. So, to acquire,
fluency, knowing the necessity of English for employability, passionate learners were ready to
do the practice anyhow on every working days of college and some followed it on test and trial
basis. To start with, weight age was given more on listening and speaking the English language
and then followed by reading and writing, firstly with repetition of sentences and then further
 3

through other related activities. Being a part of the program, the approach and the method were
minutely and practically observed, as it was on experimental basis. Some games were even
suggested as a part of curriculum, with other methods, such as Communicative language
teaching (CLT), Task-based language learning, Audio-Video lingual and some games with
scientific approach were taken into the account while designing the format. As a team, it was
decided that English Language learning needs a certain atmosphere where not a single student
should feel awkward or feel fear about making a mistake, while speaking up a sentence in
English Language. So the sentences were to be repeated by all of them, in group, and that to
thrice, and repeat once the translation of the same sentence in native language. 150 students, 55
minutes, every working day, ‘‘Speak Well’’ of Navneet publication was the book to be practiced.
The audio version with perfect pronunciation was even recorded to make sentences audible,
which was played at times. Every day one lesson only, without fail on working days, was
practiced with ‘repeat after me’ procedure. Sentences were spoken with perfect tone and
intonation by pedagogue.

It was observed that a Pedagogue must pay attention to the need for meaningfulness in
language learning. A useful interpretation of 'meaningfulness' is that the learners respond to the
content in a definite way. If they are amused, angered, intrigued or surprised the content is
clearly meaningful to them. Thus the meaning of the language they listen to, read, speak and
write will be more vividly experienced and, therefore, better remembered. After completing the
lesson, students were asked to write sentences of their choice but keeping in mind the same
structure, of the sentences they studied on the particular day. It was found very interesting for
them and fruitful even. Adding more fun, they were asked to write the names of their choices in
the sentences. Then glossary was read with the translation of the words in mother tongue. To
make students attentive, any of them were asked to read the next sentence immediately.
Moreover, it was found essential to have ownership of our teaching environment and to have
passion for teaching the language. In addition, students must be encouraged to use the sentences
in the day to day usage. As ultimately, exercises of practical life will most definitely transfer the
knowledge of constructing meaning intellectually, in the target language, creating a bountiful
harvest of students not only in one language, but in two.

Language learning is a hard task which can sometimes be frustrating while practicing Rote
learning- Repeat after me exercises. To learn a language as well as enjoy oneself at the same
time, one of the best ways of doing this is through games. Games help and encourage many
learners to sustain their interest and work. They can be used to give practice in all language skills
and be used to practice many types of communication. Games at times resulted in noise and
entertained students, still they are worth implementing in the classroom since they motivate
learners, promote communicative competence, to revise exercises, to recall material in a
pleasant, entertaining way and generate fluency. However, in order to achieve the most, it is
essential that suitable games are chosen. Whenever a game is to be conducted, the number of
students, proficiency level, cultural context, timing, learning topic, and the classroom settings are
factors that should be taken into account.

Rote learning – Repeat after Me activity at times was fun but for max half an hour. After it
 4

students did repetition reluctantly, if insisted by pedagogue. It was observed that here well-
chosen games were invaluable as they gave students a break and at the same time allowed
students to practice language skills. Furthermore, they employed meaningful and useful language
in real contexts. They also encouraged and increased cooperation. Games are thus not for use
solely on wet days and at the end of term! Moreover, it was also observed that pedagogue should
do model for students what they are expected to do or produce, especially for new skills or
activities, by explaining and demonstrating the learning actions, and sharing your thinking
processes aloud. Modeling promotes learning and motivation, as well as increasing self-
confidence—they will have a stronger belief that they can accomplish the learning task if they
follow steps that were demonstrated.

Conclusion

As Wilkins in his Prologue, comments, ‘what works is good; unfortunately it is not at all easy
to decide … in some cases, the methods that are commonly discarded can be successful and the
methods that are found useful can be a failure,’’ An overview of the academic research,
demonstrated that there is no one single best method for everyone in all contexts, and that no one
teaching method is inherently superior to the others. Moreover the age, the standard, the hours of
teaching, the need of the students, and the combination of various approaches and methodologies
which can provide intense and meaningful practice of language must be regarded as central to a
teacher's repertoire.

Works cited

Book Teaching English as a Second Language

A new Pedagogue for a new century

Editors Manish A. Vyas and Yogesh Patel

Online source How to Teach a Language to Beginners;

10 useful tips for getting started….
https://www.fluentu.com>blog>educator

From 'The Use of Games For Vocabulary

Presentation and Revision'
by Agnieszka Uberman
'Forum' Vol. 36 No 1, January - March 1998
Page 20.
5