ELT and Caste, for example
Some questions
The
gamut of research on ELT looks at language learning and teaching in isolation which adversely affects the objective of
ELT. No discipline can afford to operate itself cut off from the rest which is why there has to be
an agreement among the educationists from all the other spheres as well
on what they call language learning. Otherwise, no matter what efforts
ELT practitioners lend their hands to, the desired result is likely to
be an early morning dream; you pull yourself to catch it and there you wake
up amusingly building castles in the air. Take a look at the
following questions:
1. What is the relationship between students' existing worldview with your language teaching strategies?
2. Do various caste-practices affect students language learning capacities?
3. Does the current political system support your ideals of language teaching?
4. Is there a clash between the cultural expectations and what you teach under the pretext of English?
5. Have you ever questioned the promises that technology has made about ELT?
6. Have your ever tried to measure the increasing decline in the overall curiosity among the language learners?
7. Do you think the number of hours you spend with your language learners affects their language learning capacity?
8. Where does ELT stand in the list of institutional priority?
9. Do you contemplate on your own teaching impact?
10. What if some day you realize that all the theories, methods and approaches of language teaching are not working at all?
