English Language Teaching

1. D R . J A Y S H R E E S I N G H
S E N I O R F A C U L T I E S , B . N . P . G . C O - E D .
C O L L E G E , U D A I P U R
D R . J A Y S H R E E . S I N G H @ G M A I L . C O M
Cultural Contexts in ELT &
Technology

2. Introduction
 Socio-Cultural Perspectives/ Ethnography of
Communication
 Cosmopolitan milieu- multicultural and multilingual social set up
 Transnational shifts – moving across borders
 Globalized human capital – migrant labourers /workforce
 Indian human resource – native youths/ Indian human capital
 Language Education
 Localization (descending order) – native /grass-root level
 Multiculturalism and multilingualism(ascending order) –
social set-up of heterogeneous group with varied culture and language
 Pedagogy – Teaching method, approaches/ applications and techniques
 Pragmatic analyses – The practical solutions or results of the problem
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Dr. Jayshree Singh, Deptt. of English,
B.N.P.G.College, Udaipur

3. Pragmatics and Pedagogy for Globalised
Human Capital
9/18/2016Dr. Jayshree Singh, Deptt. of English,
B.N.P.G.College, Udaipur
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4. Learners’ Environment
The function of metalinguistics
 The teacher to be aware of the culture of the students
 The teacher should realise that their culture also affects native’s mind,
language, performance , learning and competence
 The teacher has to understand the use of words and language both in
native and non-native language
 Language –performers and language-learners
 Teachers and students - participation both as performers & learners
 Mother-tongue - is an important aspect of ethnography of communication
both for native & non-native speakers.
 L2-target language – English to be learnt in classroom
 Nativity & Locality of L1 - is assimilated and Integrated with L2
 Cultural contexts – acquisition process becomes difficult due to
multilingual & multicultural society and even causes
implications for the existing native and non-native
exchange of communication
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Dr. Jayshree Singh, Deptt. of English,
B.N.P.G.College, Udaipur

5. Productive & receptive skills in teaching literary text
An ELT exercise is developed from a fictional narrative to stimulate
language exchange among the natives
 The selection of key words – cooking and kitchen
 The metaphorical importance – basin, window and mountain
 The particular province food
 The primary debatable words
 The labelling of parts of speech in the text
 The drawing of chart & poster as per the landscape in the fiction
 The comparative drawing of Indian and Western Kitchen settings
 The role of woman and man in society depicted through visuals in
the chart
 Showing the recipe of Mysore-style food or different Indian
provinces
 Conversing dialogues through role-playing
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Dr. Jayshree Singh, Deptt. of English,
B.N.P.G.College, Udaipur

6. The Outcome of Teaching Text in Cultural Context
 The role of teacher in teaching L2
 meaningful activities
 Interactive, stimulative pedagogy
 Conscious of homogeneous national community
 Conditional relevance
 Incidental learning – supplementary learning exercises
 Deliberate learning – conscious effort to analyse or compare
 The role of students in learning L2
 Associate themselves with the context
 Understand the vocabulary of native speakers
 Move from local cultural level to communicative level
 Know how to develop conditional relevance of the words in the text
 Integration of collaborative learning with communication skills
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Dr. Jayshree Singh, Deptt. of English,
B.N.P.G.College, Udaipur

7. Survey of the Generations
 The Baby Boomer Generation (1946-1964)
 Generation X (1965-80)
 Generation Y (1981-99)
 Generation Z (2000-till date)
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Dr. Jayshree Singh, Deptt. of English,
B.N.P.G.College, Udaipur

8. Generation Y
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Dr. Jayshree Singh, Deptt. of English,
B.N.P.G.College, Udaipur

9. Generation Z
Characteristics
 Tech-savvy especially in doing class-works and home-
works
 Projection based aptitude achieved through web as
facilitator
 Multi-tasking to use mobile/ web and social sites both for
learning, chatting, and finishing up the assigned projects
or tasks
 Retention and attention span of GenZ is short but fast,
practical, pragmatic in comparision to teachers
 They develop their theories, ideas, methods just like
teachers to complete the task.
9/18/2016
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Dr. Jayshree Singh, Deptt. of English,
B.N.P.G.College, Udaipur

10. Web technology and intercultural
communication
9/18/2016Dr. Jayshree Singh, Deptt. of English,
B.N.P.G.College, Udaipur
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 How to develop text messaging is the main function
of this computer-based video?

11. Activities & Assessment – web 2.0 techniques in
classroom for Gen Z
9/18/2016Dr. Jayshree Singh, Deptt. of English,
B.N.P.G.College, Udaipur
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 Activities in the virtual classroom – (at college level)
Students can be advised by teacher to do home assignments by
taking up exercises available on net for computer-based Tests
such as TOEFL, TESOL, EFL etc.
Net/video conferencing –students interacting with each other
or in whole one group participating in discussion
 Smart classroom- connected to the sets – for audio-
visual learning
 Engage students on their own – develops the sense of
enchantedness

12. Practice Exercise for Gen Z - (at middle & secondary
level)
9/18/2016Dr. Jayshree Singh, Deptt. of English,
B.N.P.G.College, Udaipur
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 STEP – I: One can be given these visuals to frame short
questions on any of the pictures given below
 Second group can be given the task to write words on the
given visual.
 Third visual can be used to write captions or poetic lines to
describe the poster. Or it can describe the human and non-
human objects in the picture. Or the exercise of match
words can be framed.
 Fourth group may be asked to write sentences of fill in the
blanks on the uses of water in life.
 The fifth group of students can be asked to write the
benefits of rain harvesting

13. Developing multidisciplinary L2 facets and registers
9/18/2016Dr. Jayshree Singh, Deptt. of English,
B.N.P.G.College, Udaipur
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 STEP – II: The leader of each group for example the first
one will put questions to the second group.
 The second group will ask the third group to tell
meaning of the words or opposites of the words that have
written on a particular visual.
 The third group will indeed loudly read the written
captions, but the other groups can intervene with their
own captions on the posters.
 The fourth group will read loudly the sentences of fill in
the blanks written on the uses of water, so that other
group of students can participate with curiosity and can
recall their previous knowledge to relate with the visual
to fill in the blanks.

14. Conclusion
9/18/2016Dr. Jayshree Singh, Deptt. of English,
B.N.P.G.College, Udaipur
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 Thus social conscience and social responsibility is
instilled through computer supported collaborative
learning, while the teacher realises the need of
computer literacy along with language proficiency,
preferences and new perceptions.
 THANK YOU.