General Indian English (GIE)

General Indian English, also known as Indian Standard English, is a unique variety of English that is spoken in India. This variety of English has been shaped by the linguistic and cultural influences of India and has evolved over time to reflect the diverse identities and cultures of the country.

Indian English is characterized by its distinct pronunciation, grammar, vocabulary, and usage. It has been influenced by the many languages spoken in India, such as Hindi, Tamil, Bengali, and Punjabi, as well as by British English, which was the language of colonial administration in India. For example, Indian English speakers often use unique grammatical structures, such as adding a present participle to the end of a sentence to indicate ongoing action, as in "I am going for shopping".

One of the most notable features of Indian English is its pronunciation. Indian English speakers tend to have a unique intonation, stress patterns, and rhythm of speech that is different from other varieties of English. This is often due to the influence of Indian languages, which have their own distinct patterns of intonation and stress.

Indian English is an important tool for communication and cultural exchange, and it has contributed significantly to India's global presence and influence. It is widely used as a second language by millions of people in India and is also used as a medium of instruction in education, business, and government. Many Indian writers and intellectuals have also used Indian English to express their ideas and perspectives on a range of topics, from literature and politics to science and technology.

Despite its many strengths, Indian English also faces some challenges. There is a constant tension between the need to maintain the unique features of Indian English and the pressure to conform to standard British or American English norms. Additionally, some people view Indian English as a second-rate or inferior variety of English, which can contribute to issues of power, prestige, and identity in relation to the language.

In conclusion, Indian English is a dynamic and evolving variety of English that reflects the rich linguistic and cultural diversity of India. It is an important tool for communication and cultural exchange and has contributed significantly to India's global presence and influence. While it faces some challenges, Indian English continues to thrive and evolve, reflecting the ever-changing needs and aspirations of the people who use it .

World Englishes and GIE

World Englishes refers to the different varieties of English spoken around the world that have developed through contact with local languages and cultures. English has become a global language due to its widespread use in international communication, education, media, and technology.

As English has spread around the world, it has evolved and adapted to local contexts, resulting in diverse forms of the language with distinct pronunciation, grammar, vocabulary, and usage. Some examples of World Englishes include American English, British English, Canadian English, Australian English, Indian English, Nigerian English, and Singaporean English.

World Englishes reflect the diversity of cultures and identities that exist around the world, and they are important for communication and intercultural understanding. However, they also raise questions about language variation, standardization, and ownership, as well as issues of power, prestige, and identity in relation to the English language.

There are many varieties of English, some of which are:

    American English - spoken in the United States of America and Canada

    British English - spoken in the United Kingdom and other Commonwealth countries

    Australian English - spoken in Australia

    South African English - spoken in South Africa

    Indian English - spoken in India

Each of these varieties English has unique features, including variations in pronunciation, grammar, vocabulary, and usage. These varieties of English have developed through contact with local languages and cultures and reflect the diverse identities and cultures that exist around the world. They are important for communication and intercultural understanding and illustrate the dynamic and evolving nature of language.

GIE

General Indian English, also known as Indian Standard English, is a variety of English spoken in India. It is characterized by its unique pronunciation, grammar, vocabulary, and usage, which have been influenced by Indian languages and cultures. Indian English reflects the rich linguistic and cultural diversity of India and is spoken by millions of people as a second language or as a medium of instruction in education, business, and government. It is an important tool for communication and cultural exchange and has contributed to India's global presence and influence. 

However, Indian English also raises questions about language variation, standardization, and ownership, as well as issues of power, prestige, and identity in relation to the English language. Despite these challenges, Indian English continues to evolve and adapt to local contexts, reflecting the dynamic and diverse nature of India and its people.

Language Acquisition and Language Learning

In the context of language, acquisition and learning refer to two different processes of gaining proficiency in a language.

Language acquisition refers to the process of naturally acquiring a language by being exposed to it in a natural context, such as through listening and interacting with others. This process is similar to how children learn their first language, and it involves a subconscious process of absorbing and internalizing the rules and patterns of the language.

On the other hand, language learning refers to the process of gaining proficiency in a language through direct instruction and conscious effort. This process involves a more analytical and deliberate approach to understanding the rules and patterns of the language, often through studying grammar rules and vocabulary.

While both acquisition and learning can lead to proficiency in a language, acquisition is generally seen as a more natural and effective way of becoming fluent in a language, especially in terms of acquiring native-like pronunciation and intonation. However, learning can also be a useful way to supplement and reinforce language acquisition, especially for learners who are already proficient in one or more languages and can use their existing knowledge to accelerate their learning of a new language.

Receptive and Productive Skills in Language Learning

Receptive and productive skills are two main categories of language skills that are essential for effective communication.

Receptive skills refer to the ability to understand and comprehend language. These skills include listening and reading comprehension. When we listen to someone speaking or read written text, we use our receptive skills to understand the meaning of the language.

On the other hand, productive skills refer to the ability to produce language. These skills include speaking and writing. When we speak or write, we use our productive skills to convey our own thoughts and ideas using language.

Both receptive and productive skills are important for effective communication. Receptive skills are necessary for understanding what others are saying or writing, while productive skills are necessary for expressing ourselves and sharing our own ideas with others.

It's worth noting that receptive skills often develop before productive skills, particularly in children who may be able to understand and comprehend language before they are able to produce it themselves. However, with practice, both receptive and productive skills can be developed and improved over time.

Developing receptive and productive language skills in students can be a challenging task, but there are several effective strategies that teachers can use to help their students improve in these areas. Here are some strategies:

Encourage extensive reading: Reading extensively can help students to improve their vocabulary, grammar, and overall comprehension of the language. Teachers can encourage their students to read widely by providing a variety of reading materials such as books, magazines, and newspapers in the classroom.

Provide listening practice: Listening practice is essential for improving receptive language skills. Teachers can provide their students with listening practice by playing recordings, videos, or podcasts, and asking comprehension questions.

Use authentic materials: Authentic materials such as songs, films, and TV shows can be effective in developing both receptive and productive language skills. Teachers can use these materials to create engaging lessons that provide opportunities for students to practice using the language in real-life contexts.

Provide opportunities for speaking and writing practice: Speaking and writing practice are essential for developing productive language skills. Teachers can provide opportunities for students to practice speaking and writing through class discussions, debates, and writing assignments.

Provide feedback: Providing feedback is crucial for helping students improve their language skills. Teachers can provide feedback on students' speaking and writing assignments, and provide corrections and suggestions for improvement.

Use games and activities: Games and activities can be a fun and effective way to develop language skills. Teachers can use language games and activities that encourage students to use the language in a meaningful way.

Encourage practice outside the classroom: Encouraging students to practice the language outside the classroom can help to reinforce their language skills. Teachers can suggest resources and activities for students to use outside the classroom, such as language learning apps, websites, and language exchange programs.

Developing receptive and productive language skills in students requires a combination of strategies that provide opportunities for practice and feedback in a variety of contexts. By using these strategies, teachers can help their students to become more proficient in the language and better prepared for communication in the real world.

Basic Glossary in ELE

 L1 and L2

In the context of language learning, "L1" refers to a person's first language, or their native language, while "L2" refers to a second language that a person is learning.

L1 is the language that a person has acquired naturally and has been exposed to since birth, usually from family, friends, and the community in which they grow up. L2, on the other hand, is a language that a person is learning as an additional language, either for personal or professional reasons.

The distinction between L1 and L2 is important in language teaching and learning because the two languages can influence each other in complex ways. For example, a learner's L1 can both help and hinder their acquisition of an L2, depending on the similarities and differences between the two languages. Understanding the relationship between L1 and L2 can help language learners and teachers identify areas of strength and weakness and develop strategies for effective language learning.

ESL and EFL

ESL and EFL are both acronyms used in the field of teaching English as a foreign language, but they refer to different contexts.

ESL stands for "English as a Second Language" and refers to teaching English to non-native speakers who are living in an English-speaking country. These students are immersed in an English-speaking environment and may need to learn English to study, work, or communicate in their new surroundings.

EFL stands for "English as a Foreign Language" and refers to teaching English to non-native speakers who are living in a country where English is not the primary language. These students are learning English as a subject in school or as part of their own personal or professional development and may not have as much exposure to English in their everyday lives.

While both ESL and EFL involve teaching English to non-native speakers, the context in which the language is being learned can have a significant impact on the teaching approach and the specific challenges that students may face.

TESOL

TESOL stands for "Teaching English to Speakers of Other Languages." It is a broad term used to describe the field of teaching English as a foreign language to non-native speakers. TESOL encompasses a range of contexts, including teaching English to students in their home countries (EFL) or in English-speaking countries (ESL), as well as teaching English for specific purposes, such as business or academic English.

TESOL involves teaching students the four main language skills of speaking, listening, reading, and writing, as well as grammar and vocabulary. TESOL teachers use a variety of methods and techniques to help students develop their language abilities, such as communicative language teaching, task-based learning, and content-based instruction.

TESOL is a growing field, as the demand for English language education continues to increase around the world. TESOL teachers may work in a variety of settings, including schools, language institutes, community centres, and private tutoring.

CALL

CALL stands for "Computer-Assisted Language Learning." It refers to the use of technology to support and enhance the teaching and learning of a foreign language. CALL can involve a range of technologies, including software programs, apps, online tools, and digital resources.

CALL can provide a range of benefits to language learners, including the ability to access authentic materials in the target language, practice language skills in a variety of contexts, receive immediate feedback on their performance, and interact with other language learners and native speakers.

CALL can also provide benefits to language teachers, such as the ability to customize materials and activities to meet the needs of individual learners, track students' progress, and provide more engaging and interactive learning experiences.

CALL has become increasingly popular in recent years, and there are now many different tools and resources available for language learners and teachers. Some examples of CALL tools include language learning apps like Duolingo and Babbel, digital flashcard programs like Anki, and language exchange platforms like HelloTalk and Tandem.

ICT

ICT stands for "Information and Communication Technology." It is a broad term that refers to the use of digital technologies to manage and communicate information. ICT encompasses a range of technologies, including computers, software, the internet, and mobile devices.

ICT has had a significant impact on education, including language education, by providing new tools and resources for teaching and learning. In the field of language education, ICT has enabled the development of digital resources and online learning platforms, as well as tools for language assessment and feedback.

Some examples of ICT tools and resources for language education include language learning apps, online dictionaries and translation tools, virtual language exchange platforms, and digital language assessment tools.

ICT has also changed the way that language teachers and learners communicate and collaborate. Through online communication tools, learners can now connect with other language learners and native speakers from around the world, practising their language skills and gaining exposure to authentic language use in different contexts.

Overall, ICT has provided a range of new opportunities for language learning and teaching, enabling learners to access language resources and connect with others in ways that were not possible before.

CLT

CLT stands for "Communicative Language Teaching." It is an approach to language teaching that emphasizes the use of language for communication and focuses on developing learners' ability to communicate in real-world situations.

CLT was developed in the 1970s as a response to more traditional approaches to language teaching that focused on grammar rules and memorization of vocabulary. In CLT, the focus is on developing learners' ability to use language to accomplish communicative tasks, such as making requests, giving opinions, and expressing needs.

CLT involves a range of activities and techniques designed to promote communicative competence, including role-plays, discussions, problem-solving tasks, and project-based learning. CLT also emphasizes the importance of developing learners' listening and speaking skills, as well as their ability to interpret and produce written texts.

In CLT, the teacher's role is that of a facilitator or guide, rather than an authority figure. The teacher provides opportunities for learners to use language in meaningful ways and encourages them to take an active role in their learning.

CLT has become a popular approach to language teaching around the world and is often seen as a more engaging and effective way to teach language than traditional grammar-focused approaches.

EAP

EAP stands for "English for Academic Purposes." It refers to the use of English language instruction to prepare non-native speakers of English for study at English-speaking universities and colleges.

EAP programs focus on developing the language skills and knowledge needed for academic studies, such as reading academic texts, writing research papers, giving presentations, and participating in academic discussions. EAP courses also aim to familiarize students with the expectations and conventions of academic study in English-speaking countries.

EAP courses can vary in length and intensity and may be offered as part of a larger academic program or as standalone courses. They may be offered at different levels to meet the needs of learners with different levels of English proficiency.

EAP courses are often taught by instructors with expertise in both English language teaching and academic disciplines and may include collaboration with academic departments to ensure that the course content is relevant and applicable to the needs of students.

Overall, EAP programs are designed to support the academic success of non-native speakers of English and to help them meet the language requirements of their chosen academic programs.

ESP

ESP stands for "English for Specific Purposes." It refers to the use of English language instruction to meet the specific needs of learners who have a particular focus or purpose for learning English.

ESP courses are designed to develop the language skills and knowledge needed for specific contexts, such as business, law, medicine, engineering, or tourism. ESP courses focus on the language, skills, and knowledge that are relevant to the learners' specific needs and goals and may be taught by instructors with expertise in the relevant field.

ESP courses may include specialized vocabulary, language functions, and discourse patterns that are specific to the learners' area of focus. They may also involve instruction on the cultural aspects of the learners' field, as well as on the conventions of communication in that field.

ELL

ELL stands for "English Language Learner." It is a term used to describe individuals who are learning English as a second or additional language, and who may not yet have achieved full proficiency in English.

            ELLs can include individuals of any age and from any linguistic background, but the term is most commonly used in the context of education, where it is used to refer to students who are non-native speakers of English and who require support to develop their English language proficiency.

ELLs may be enrolled in specialized language education programs or may receive support through mainstream classroom instruction, depending on their level of English proficiency and the educational context in which they are learning.

Overall, the term ELL is used to acknowledge the diverse linguistic backgrounds and experiences of individuals who are learning English as an additional language, and to highlight the need for targeted support and resources to ensure their success in education and other contexts.

PPP

PPP stands for "Presentation, Practice, and Production." It is a teaching method that is commonly used in language education to introduce new language items or structures to learners and to help them develop their understanding and use of those items.

In the PPP method, the teacher begins by presenting the language item or structure to the learners in a clear and structured way, often using visual aids or examples to aid comprehension. The learners then engage in controlled practice activities to reinforce their understanding and use of the new language, often under the guidance and correction of the teacher. Finally, the learners move on to freer production activities, in which they use the new language item in more open-ended or communicative contexts.

The PPP method is designed to gradually build learners' understanding and confidence with new language items and to provide opportunities for both teacher-guided practice and student-led communication. It is a flexible method that can be adapted to different language items and learning contexts and can be combined with other teaching methods to provide a well-rounded language learning experience.

TBL

TBL stands for "Task-Based Language Teaching." It is a teaching method that is focused on using real-life tasks or activities to teach language to learners.

In TBL, the teacher selects or designs tasks that require the learners to use language to accomplish a specific goal or solve a problem. The learners work together to complete the task, and the teacher observes and provides support and feedback as needed. After the task is completed, the teacher and the learners reflect on the language used during the task and discuss how it could be improved or expanded in future similar tasks.

TBL is based on the idea that learners learn language best when it is presented in meaningful and purposeful contexts, and when they are actively engaged in using language to achieve a goal or complete a task. It is often used in communicative language teaching, where the focus is on developing learners' ability to use language in real-life situations.

TBL can be applied to a wide range of language items and skills and can be used in different learning contexts and with learners of different ages and levels. It is a flexible method that can be adapted to suit the needs of different learners and teaching situations.

IELTS

IELTS stands for "International English Language Testing System." It is a standardized test of English language proficiency that is used for admission to higher education programs and immigration purposes in many English-speaking countries.

The IELTS test assesses a test-taker’s proficiency in four key language skills: listening, reading, writing, and speaking. It is offered in two formats: Academic and General Training. The Academic format is designed for students who want to study at the university level or for professional registration, while the General Training format is intended for people seeking employment or immigration to English-speaking countries.

The IELTS test is scored on a scale from 1 to 9, with 9 being the highest score. Test-takers receive a separate score for each of the four language skills, as well as an overall band score.

The IELTS test is widely recognized and accepted by universities, colleges, and employers in many English-speaking countries, and is often used as a requirement for admission or employment. It is administered by the British Council, IDP Education, and Cambridge Assessment English, and is offered in locations around the world.

TOEFL

TOEFL (Test of English as a Foreign Language) is a standardized test used to assess the English language proficiency of non-native English speakers. It measures the ability of individuals to understand and use English in an academic setting and is commonly used as a requirement for admission to universities and other educational institutions in English-speaking countries. The test includes sections on reading, listening, speaking, and writing.

The PPP Method

The PPP Method in language teaching is a common way to introduce new words and concepts to learners. This method and technique are very useful in the EFL classroom. It is a three-step lesson plan and teaching approach that helps the student learn, understand, and practice new concepts and vocabulary. 

As mentioned earlier, there are three stages in a PPP lesson, i.e., Presentation, Practice, and Production.

Presentation

The first stage is the presentation of an aspect of language in a context that students are familiar with. 

E.g., The teacher presents a new word, an event which involves the presentation of pronunciation and spelling in a meaningful context.

Practice

Students will be given an activity that gives them plenty of opportunities to practice the new aspect of language and become familiar with it while receiving limited and appropriate assistance from the teacher.

E.g., The teacher allows the students to practice the new word through controlled activities, such as worksheets or question and answer activities and makes sure the student has understood the vocabulary and usage properly.

Production

This is the stage, when the students will use the language in context, in an activity set up by the teacher who will be giving minimal assistance.

For example, this is where the students get a chance to use the new word or phrase originally and to relate it to their knowledge and experiences. These three stages of a PPP lesson help the student to consolidate the new word in their mental vocabulary bank.

Each stage of the Presentation, Practice and Production lesson must be planned well to be effective. It is a highly flexible approach to teaching and there are many different activities a teacher can employ for each stage.

Presentation can include mime, drawing and audio. It will be more effective, if the teacher can engage with the students’ different senses to get across the meaning of the new word, using visual, kinesthetic (movement) and audio techniques.

It is also important to make sure that students have understood the new word before encouraging them to practise it. It is often fun and highly effective for students to play games to practise vocabulary and to produce it.

The Loneliness of the Long-Distance Runner by Alan Sillitoe

Alan Sillitoe (1928- 2010) was an English novelist, poet, short story writer, children's book writer, playwright and social critic. He was born in Nottingham. He was one of the Angry Young Men of the 1950s and a famous working-class novelist. He shattered the sentimental portrayal of working-class life through his major works ‘Saturday Night and Sunday Morning’, ‘The Loneliness of the Long-Distance Runner’, ‘Key to the Door’, ‘The Ragman's Daughter’, ‘The Flame of Life’, ‘A Start in Life’ and many others. But his fame rests on two of his major works, ‘Saturday Night and Sunday Morning’ (novel) and ‘The Loneliness of the Long-Distance Runner’, (novella) the title story of a collection of short fiction.

Sillitoe is at his best in the portrayal of working-class life that struggles for identity and above all the theme of rebellion and isolation that dominate his work. The Loneliness of the Long-Distance Runner has proved to be one of the most successful explorations of the theme of rebellion.

          The Loneliness of the Long-Distance Runner is a short story by Alan Sillitoe, published in 1959 as part of a short story collection of the same name. The central character Colin Smith is a poor, 17-year-old Nottingham teenager. He lived in a miserable home in a working-class area and has nothing much to aspire for. He is put in a borstal [a type of prison for young criminals or reform school] for a petty crime of stealing a hundred and fifty pounds from a baker’s shop. 

          In the borstal, the boy turns his attention to long-distance running as a method of both emotional and physical escape from his present situation. He was noticed by the governor/warden and has been chosen to represent the Borstal in a competition for the All-England Championship. The governor wants him to win the race. He is permitted to train himself outside the fences for a long-distance competition.

          Much of the story recounts his private thoughts on those runs, culminating in the struggle between being awarded a light workload if he wins versus not wanting to obey the borstal administration. We are introduced to Smith as he runs in the early morning chill even before sunrise. Running becomes a metaphor for thinking. Smith starts seeing everything clearly as he runs through.

          We see a clear streak of defiance against the authorities throughout the story. When the day of the marathon arrives, Smith quickly sizes up who the opponent school's best runner is and who he must beat. With the proud Governor looking at Smith, the gun is fired. Smith soon overtakes Ranleigh's star runner and has a comfortable lead with a sure win.

          But at the same moment, a series of jarring images run through his mind - scenes from his life at home and his mother’s neglect and infidelity, his father's dead body, stern lectures from detectives, police, the governor, the hopelessness of the near future, and the hypocrisy of the authority. All these make him change his mind. These flashbacks reveal the complex motivation for Smith's decision and justify his rebellious behaviour to lose the race. After speeding ahead of the other runners, he deliberately stops a few meters short of the finishing line, though well ahead and easily able to win. He stops there without doing anything, much to the disappointment of the upper-class people who had made bets on his victory. The deliberate decision to lose the "big race" reflects Smith's antagonism toward the governor and other establishment symbols.

          This is how Smith protests the injustices done to him. By losing the race deliberately, Smith demonstrates his free spirit and independence. The response of the borstal authorities to Smith’s action is heavy-handed (without considering his feelings) and there is a lot of manual labour awaiting him. However, he has no regrets. He knew what he was doing when he did it.

          Long-distance running gives Smith the ability to freely escape from society without the pressures of a team. Smith uses running as a way to mentally reflect, allowing himself to give clarity to confusing thoughts and share them with the reader. Through running, Smith begins to understand and become aware of the class divisions in Britain.

          Rebellion and isolation dominate this story. As Smith wrestles with his life’s meaning and direction, he comes to understand and defend his defiance [refusing to obey] of authority. He isolates himself through running. This enables him to think freely and clearly. It can be said that the entire story is about if one can retain one’s own individuality. Smith’s most significant discovery is this interpretation of an “honest life” because as he stops running, he stops listening to any kind of authority.

          Literature about running has changed throughout history. The short story "The Loneliness of the Long-Distance Runner" by Alan Sillitoe gave this genre a political perspective that changed the vision of a literary "runner". Sillitoe's character Smith uses running as a way to mentally reflect. The action of running allows Smith to give clarity to his political insights and the ability to share them with his readers.  Running is used as a metaphor to suggest a method of running away from society which also allows the narrator to reflect on the society, he is living in.

          Sillitoe uses running in his story as a means of isolation. Smith’s long-distance running is a solitary action. Therefore, it allows him to begin to understand and become aware of the class divisions in Britain.

          Running is also used as a metaphor by Sillitoe to give Smith the ability to escape from the reality of his class level in society. The use of this sport gives Smith the ability to escape from his life as a member of the working-class poor. Sillitoe has used running to give his character a chance to reflect upon his social status and also to escape from the reality that the poor in Britain are faced with.  Long-distance running gives the character the ability to freely escape from society without the pressures of a team, which may be found in other athletic stories.