Teaching of English at Tertiary Level in Sikkim University (2009)

The Role of Curriculum Syllabus and Teaching Materials in English

Language Education

1.1.English Language in India- A Review

English is the primary language of inter-regional interaction in India and also India’s interaction with the outside world. Indian multicultural society has accepted English as a language of academic discourse. The status of English in multilingual India is considered to be a second language, yet it has become a medium of teaching learning process. In colonial India ,the administrators had introduced English with a view to create interpreters for the British rulers and the general Indian public .The Indian intellectuals found English language as a medium for acquiring modern knowledge, with the help of which ,they finally became successful in achieving independence from the British. India is now the third largest English using nation after USA and UK, which has about thirty-five millions users of the language. This, is about five percent of the Indian population which is larger then the percentage of the users of certain scheduled languages of the constitution.

The English that is used in India has an authentic sensibility as it retains its original Indian ethos. The famous Macaulay Minutes passed in 1935,proposed to make a class of persons Indian in blood and colour but English in  taste by introducing English language in the Indian education system. The nation failed to materialize and in the present context English in India has become a distinct language guided by the Indian socio-cultural reality. This language is often termed as Indian writing in English. English language today holds a significant role in Indian academic and in the non academic field. The multilingual reality of India and the successful impact of English as a global language has helped is to become  a mandatory language for all purpose. English language which was regarded as a foreign language in India earlier has now become a second language for the Indians.

1.2. English Language Education(ELE)-A Sketch

In Indian educational context English cannot be taught as a first language due to prior existence of individual mother tongue already acquired by the learner’s .In order to teach English as a second language different approaches need to be considered. An approach is a set of correlative assumptions with regards to  the nature of language teaching and learning. In order to teach English there has to be a module which is determined by a curriculum. The module also known as the syllabus is a more detailed and operational statement of teaching and learning elements. These operational statements rely on  the basic guidelines objectified by the curriculum. The curriculum describes general goals by indicating an overall educational cultural philosophy which applies across the subject.

Curriculum is determined by three important characteristics, which are ideology, aims and objectives. The ideology of the curriculum has to point out the academic rationalism, social and economic efficiency, learner centeredness, social reconstructionism and cultural pluralism. An aim refers to a statement of general change that the program seeks to bring about in learners. Aims are often accompanied by statements of more specific purpose. These are known as objectives. They describe what the aim seeks to achieve and provide a basis for the organization of teaching activities. They describe learning in terms of observable behavior or performance. These important aspects of ideology, aims and objectives are manifested through the course content supported by  the syllabus and the teaching materials.

Generally, teaching of English starts from primary level of education. India’s language policy with regards to teaching is based on three languages formula which was formulated by the Kothari Commission in 1966. The main aim of implementing the three languages formula was to make the students competent in the three languages which are English, mother tongue language and Hindi, by the time they complete matriculation. Thus, when the students finish their secondary education, they will have firm command over English language along with two other regional languages. In tertiary level, the students opt for subjects according to their choice. A ll  these subjects are pursued through English language except the concerned regional language papers. The needs of different group of learners are different. Therefore, English language curriculum has to be discipline focused. In tertiary level, adequate emphasis needs to be given on modifying language skills that are relevant to the requirements of the student’s respective disciplines. Most of the syllabuses fail to specify their objectives and the texts  generally become a medium for fostering literary sensitivity that can hardly be comprehended by the learners.  English is a compulsory subject and a credit course for the learners in all Indian colleges. In most of the colleges it is almost customary for the learners to give less attention to compulsory English classes. The learners do not find much utilitarian aspect of functional English that are compatible to their needs and requirements of the discipline of their choice. The need of English language is vital for any educational endeavor. In this regard when the compulsory English course becomes inadequate in providing the needful language skill development the learners  start attending commercial English institutes that promise to develop the skills they require almost overnight.

The curriculum facilitates teaching by providing the basic goals and the guidelines that apply across the subject. It is in this regard a critical examination of language curriculum can reflect the ideology, aims and objectives behind the language programmes.

1.3. The role of Curriculum, Syllabus and Teaching Materials in ELE

A language curriculum focuses on the principles of language teaching and language acquisition according to the need and requirement of the prospective learners. Language curriculum indicates  what kind of knowledge skills and values the learners should acquire and what experiences the learners need to be provided for achieving the intended learning outcome. Development of the language curriculum depends on the following factors :

1. Elaboration of aims and objectives behind language teaching programmes.

2. The analysis of learners needs to determine the utility of language programme.

3. Organization of educational experiences for effective teaching learning outcome.

4. Evaluation to determine the goal of language programme.

With regards to English language curriculum , generally there is a gap between the vision of the curriculum and its operational implementation. The mismatch occurs when the adherence of the syllabus to the curriculum is not logically coherent. The methods and materials for teaching have to be effective as well.

Various teaching methodologies have been incorporated with teaching of English language in India. Some methods have been successful and some failures. With regards to teaching of English in the tertiary level, the British Council, Madras introduced, The Bridge Intensive Course, in 1960. The course was designed to balance the gap between what the fresh college students knew  and what they were expected to already know. The course was designed to enable the learners to cope with undergraduate studies through the medium of English. Dissatisfied with the attempts of the structural development, Dr. N . S. Prabhu  a notable educationist, in his research titled Banglore Project introduced a task oriented, procedural syllabus for teaching English where the fundamental principle of his approach was, ‘acquisition through deployment’. Prabhu argued that language can be learnt more effectively by focusing on the meaning and not only on the form. The approach aimed at building communicative competence as the goal of language teaching. In 1980 the Loyla College, Chennai experimented with a communicative syllabus for English language teaching at the undergraduate level. The Project implemented at Loyla College , Chennai became the first successful communicative language teaching at the tertiary level in India.

In 1987 The Curriculum  Development Cell (CDC) of  the University Grants Commission (UGC) analyzed the current English language teaching (ELT) scenario in various parts of the country and introduced a new English curriculam that consists of General English, English Major as well as Post Graduate Courses.

The relationship between the curriculum and the course content is important.The course is an operational process which translates the philosophy of the curriculum with the help of syllabus. In this regard the teaching materials are  key components in most language programmes. The materials are either text books or other institutionally prepared materials relevant to the learners need. Teaching materials can be divided into categories; created materials and authentic materials. Created materials are text books and specially developed instructional resources. Authentic materials refer to supporting materials that are used to interpret the subject content. These materials are not specially developed instructional resources. Teachers are responsible for successful implementation of curriculum ideology, aims and objectives. The teachers should be able make effective use of teaching materials in order to translate the philosophy of the curriculum. In analyzing the language programme it is therefore important to evaluate the pedagogy.

1.4. Research Statement

Every university has its own individual curriculum. Since curriculums set guidelines for teaching learning process, their examination can predict the success of the specified aims and objectives. It is in this regard that the curriculum of Siklkim University is examined with regard to teaching of English at the tertiary level.

1.5. Tertiary level  English Course in Sikkim University

Teaching of English starts from primary level of education in schools followed by secondary level. The university only focus on the tertiary level. Before examining the tertiary level of English teaching at Sikkim University let us take a demographic sketch of it.

In the tertiary level of the Sikkim University , the teaching of English has been divided into three categories : Compulsory English, General English and English Honours. There is a separate English course for the department of Law and Jurisprudence studies. Since the inception of the university is recent, the introduction of the course content has been completed  till two semesters. During the period of writing this dissertation, the third semester has only begun. Sikkim university has compact course structure for English. The course is analyzed in subsequent chapters.

1.6. Aims and Objectives

Under Sikkim university out of the three English papers that are taught at the tertiary level, the compulsory English paper is common for the students from every faculty. The general and Honours course contents are literature oriented and the compulsory English paper relies on functional language aspects. The present research will analyze the functional attributes of language that are existent in the course and not the aesthetics of literary discourse. Likewise, the English course designed for the department of Law and Legal Jurisprudence studies emphasizes on functional language components. These courses will accordingly be reviewed in subsequent chapters.

Any educational programme should be based on the learners need. At the tertiary level curriculum, the ideology, aims and objectives must correlate to the learners competency with regards to the level of education they already possess. Regarding language, students who join tertiary level of education come already equipped with basic language skills developed by  the secondary educational system. Tertiary language curriculum has to consider and need analysis of the learners as per their entry level in undergraduate courses. Since the study of every subject except for language papers are conducted in English, a need analysis of the functional language components that the learners need becomes vital. Prior to the drafting of the curriculum and syllabus, Sikkim University has undergone a well thought out process of widest possible consultation and reviews. In the light of this respect, a brief need analysis of the learners has been conducted. The findings of the analysis will be compared for its relevance with the existing Compulsory English course under Sikkim University.

1.7. Methodology

The methodology relies on survey method and is qualitative in nature. The research focuses on  indepth interviews, observations and document analysis. Since the research is qualitative in nature factual information is required. For this purpose two kinds of questionnaires have been prepared in order to generate a broarder view regarding the projection of the curricular philosophy and its realistic implementation. The qualitative data is  the students of undergradute level and faculty of Sikkim Univereity. A diagnostic test of the students at the tertiary level English course has been conducted to analyze their expressive language capabilities. Representative test papers and questionnaires will be put in the appendix.

1.8.Chapterization

The dessertation is divided into three chapters:

1. The Role of Curriculum, Syllabus and Teaching Materials in English Language Education.

2. Aims and Objectives of the English Language Curriculum for Tertiary Level at Sikkim University.

3. Suggestions on Critical Survey of the Undergraduate English Language Programme

of Sikkim University.

The first chapter examines the relation between the curriculum, syllabus and teaching materials with regards to teaching of English.

Chapter two outlines the components of the English curriculum of Sikkim University for tertiary level of education. The English curriculum and the syllabus is critically examined with regards to teaching of English at various undergraduates colleges affiliated under Sikkim university. It discusses about the various teaching materials that are employed to create effective teaching learning environment. It briefly highlights the standard of the students English language competency with regards to the pedagogy behind English language teaching. With the help of the relevant data collected in the form of questionnaires and sample test papers, the chapter describes the condition of English language teaching at the tertiary level under Sikkim University.

Chapter three focuses on suggestions based on the critical survey of English curriculum of Sikkim University. This chapter highlights the basic differences between the aims and objectives of the English curriculum of Sikkim University and how they are implemented.

Chapter-2

The Implementation of English Language Curriculum at the Tertiary level in Sikkim University

2.1. Sikkim University – A Glance

Sikkim University is a central University established by the government of India under an Act of Parliament of India. the university came into existence on 2nd July 2007.Prior to the establishment of Sikkim University there were no government owned University in Sikkim. All existent colleges then were affiliated to the University of North Bengal, which is a state University of the Government of West Bengal.

The Sikkim University has now the following undergraduate institutions affiliated to it:

Government Colleges:

1. Sikkim Government College, Gangtok (East Sikkim)

2. Rhenock Government College, Rhenock (East Sikkim)

3. Namchi Government College, Namchi (East Sikkim)

4. Sikkim Government Law College, Burtuk (East Sikkim)

Private Colleges:

1. Damber Singh College, Gangtok (East Sikkim)

2. Palentine College, Pakyong (East Sikkim)

3. Harka Maya College of Education, Gangtok (East Sikkim)

4. Himalayan Pharmacy Institute, Majhitar, (East Sikkim)

The draft booklet titled An Emerging Profile, issued by the university  claims that:

The University is trying to bring in the best practices of academic programmes, teaching methods and curriculum deseigns both from within and outside India. The University is also trying to build infrastructure that is friendly to the fabulous and unparallel environment settings of Sikkim and the neighbouring regions.(page 3)

The commitment of the University for Educational Environment in Sikkim is praiseworthy. It has revamped the existing syllabus of all subjects and has implemented its new curriculum from the 2008-09 academic years for the colleges under its affiliation. The first set of students would be getting their undergraduate degrees from Sikkim University in 2011. The undergraduate syllabus of all  the subjects under Sikkim University have been framed to semester system. According to the suggestion of University Grants Commission, Sikkim University has adopted semester system for constant evaluation of the learners. The colleges of Sikkim previously followed end of the year examination module under the University of North Bengal.

2.2. The Curriculum Framework of Sikkim University

Sikkim University aims to make Sikkim an educational center for the South and South East Asia. It aspires to create Sikkim and the adjoining region of Darjeeling as an intellectual hub of the Eastern Himalayan region. This newly constituted university hopes to attract students and researchers from all the Indian states of India along with neighboring countries including Bangladesh, Bhutan, China, Nepal, Myanmar, Thailand and other Southeast Asian countries. Though the inception of the University is recent it is trying hard to bring the best practices of academic programs from both the national and the international levels.

To promote a viable educational system the University needs to have a comprehensive curriculum. The present research will primarily focus on the curriculum of English. Before eevaluating the curriculum propesed by Sikkim University let us briefly recaptulate the features of a good curriculum.

The curriculum facilitates teaching as it provides the basic goals and guidelines that apply across the subject. In this regard, notable educationist Tyler (1949) states:

Four fundamental questions must be answered in developing any curriculum and plan of instruction. These are:

1. What educational purpose should the institute seek to attain?

2. What educational experiences can be provided that are likely to attain these purposes?

3. How can these educational experiences be effectively organized?

4. How can we determine whether these purposes are being attained?

Keeping in light the above discussion, the curriculm system has to be formulated on a variety of planning and implementation processes. These processes rely on need analyses, situational analyses, planning of goals and learning outcomes, course organization, selecting and preparing teaching materials and evaluation.

After the establishment of Sikkim University, the University assessed the teaching and infrastructural conditions in various colleges in Sikkim. It analyzed the teaching the teaching quality, learners aptitude, infrastructural facilities and other socio-economic conditions. Based on the study of various factors the university brought out a document titled, Collage Education in Sikkim Draft Reform and Development Proposal under Sikkim University in February 2008.The review of the document provided informations that later became helpful in the framing of the curriculum. The document was circulated among the politicians, bureaucrats, technocrats, principals of schools and colleges, teachers, students and many others. The majority responded with valuable suggestions. The draft report and the feedback reviews of the people provided basic informations for need analysis, situational analysis and planning of goals and learning outcomes that would later be conceptualized in the curriculum.

After completing the general assessment discussed above, Sikkim University reviewed the courses/ subjects of the undergraduate Syllabus that were existent under the University of North Bengal. In this regard, a syllabus Review committee (SRC) was formed for reviewing the subjects content of every discipline. The review committee consisted of experts from reputed academic institutions outside Sikkim and representatives from colleges of Sikkim. The syllabus of the University of North Bengal and the model syllabus for undergraduate level prepared by University Grants Commission became the guiding factors in the framing of the Sikkim University Curriculum.

The new curriculum of Sikkim University is published in a guide book entitled, Structure of under graduate courses under Sikkim University, as follows:

1. Broad based, inter- disciplinary, scientifically designed and up-to-date syllabus;

2. Inclusion of  local examples of the most of the subjects;

3. Strong contents of field exposures and learning in actions segments

4. Introduction of new compulsory subjects such as the eastern Himalayas and English language learning

5. Indigenous languages such as Bhutia, Lepcha and Limboo have been recognized by Sikkim University as elective subjects with 300 marks;

6.College students will be broader in thinking, wider in perspective, competitive in sprit and dynamic in action;

7. They will be more inter-disciplinary and encouraged to go for qualitative higher education;

8. Better adaptation to the job market;

9. Bring lot of positive engagements in  the college and society;

The curriculum of Sikkim University is inter-disciplinary therefore students have facilities to choose cross-discipline subject choices. It has clearly specified the goals regarding learning outcomes.This curriculum does not recommend specific processes for selecting and preparing teaching materials. The domain is open for the teachers to materialize accordingly. In the guide booklet, Structure of Undergraduate Courses under Semester System, published by Sikkim University, it is stated that:

Teachers like in the past will play a key role in operationalising this entire new curriculum and institutionalizing the newly introduced semester and evaluation system. We expect that this exercise along with other continuous methods of improvement would bring substantial gain in terms of improving that quality of education in and around Sikkim. This should definitely give immense professional satisfaction to the teaching community located in various colleges under Sikkim University. We consider contributions made by the teachers as the foundation stones of the Sikkim University. (page 27)

The entire academic programme of Sikkim University for tertiary level is structured according to semester system. There are two semesters in an academic year. The semester system helps in constantly evaluating the learners. The pattern of evaluation of Sikkim University is as follows:

Pattern of Evaluation	Marks allocation
Mid Semester Test	20
Term Paper/ Field work presentation	25
End Semester	50
Class attendance	05
Total	100

The newly introduced inter-disciplinary curriculum and evaluation system have been adopted by all the colleges affiliated to Sikkim University.

2.3. ELE in the Undergraduate Colleges of Sikkim

English language equips the learner for their present and future academic pursuits. Learners need to know English language to understand classroom lectures, read text books and reference materials.The learners need English language to express themselves verbally as well as in writing.The general and professional undergraduate courses at different collages of Sikkim under Sikkim University are as follows:

Undergraduate Course (General)

Sl. No	Course	Years	Semester
1	B A (General)	3	6
2	B A (Honours)	3	6
3	BSC (General)	3	6
4	BSC (Honours)	3	6
5	B COM (General)	3	6
6	B COM (Honours)	3	6

Undergraduate Course (Professional)

Sl. No.	Course	Years	Semester
1	LLB	5	10
2	B Pharma	4	8
3	B LSc	1	2
4	B Ed	1	2

At the tertiary level of Sikkim University , teaching of English has been divided into three categories:

1. Compulsory English.

2. General English.

3. English Honours.

The above mentioned division of English course is applicable for general undergraduate courses. For professional undergraduate course is placed in the skill based category. The English course for  BEd students is need specific and focus more on elements related to English language teaching. Likewise the English syllabus for other professional courses like B Pharma and B LSc are also need specific. There is a separate English course for the department of Law and Legal Jurisprudence studies. the professional undergraduate languages courses are based on ESP(English for Specific Purpose) model. Since  the dissertation focuses on analyzing the functional attributes of English language, only the compulsory English course of general Undergraduate level and  the English course of Law and Legal Jurisprudence from the professional undergraduate course have been previewed and examined.

2.4. English Language Curriculum of Sikkim University.

A language curriculum needs to specify its aims and objectives clearly. An aim describes the general purpose of a curriculum and objectives refer to specific description of purposes. The aim reflects the ideology of the curriculum.

Sikkim University aims to encourage students towards critical thinking, rich expression and independent writing. It hopes to enable students to develop a larger horizon in the particular field of study. The aim focuses on inspiring students to interact on both intra and inter-disciplinary basis on realistic environment settings. The curriculum with its interactive course structure wants to train students to compete with others both in India and abroad in similar field of studies. Though the university Curriculum does not describe its aims that are specific to English language learning, the objectives behind the honours course for English are clearly stated. The English honours paper has clear guidelines regarding its objectives and the pedagogy. The general English course does not have objectives to support the rationale behind its teaching. The syllabus which translates the philosophy of the curriculum specifies the content to be taught and fails to mention the teaching objectives and the instructional objectives. Although objectives in general form or in the form of behavioural objectives have been criticized, the absence of the goal behind the teaching content confuses both the teachers and the learners. The elements of the contents to be studied are listed but not specified for what the students are expected to do with those elements.

A language curriculum usually includes other kinds of objectives if not the teaching or the instructional objectives. When objectives describe learning experiences rather than learning outcomes they are termed as process objectives. The English curriculum for compulsory English paper and general English paper has not stated any intended learning outcome (ILO) of the learners.

A process model curriculum relies on the quality of the teacher as it depends on the teaching competency of the teacher. This model is appropriate in the areas of curriculum that focuses on knowledge and understanding. Compulsory English course of the University has to emphasize on English language skill development as it is related to other subjects in order for the learners to understand and express themselves efficiently. As mentioned earlier, the Sikkim University Curriculum gives immense responsibilities to the teachers in operationalising the entire curriculum through effective teaching. It is to be noted here that, the qualitative survey of the English Lecturers in various colleges in Sikkim reflect that only two out of nine lecturers are trained in ELT pedagogy. Rests of the teachers apply intuitive teaching while teaching English language. In the light of this discussion the process model curriculum cannot be ideally suited for teaching of English at different colleges of Sikkim. Since the process model tests the implication of a flexible proposal, it is the teacher’s systematic innovation which can do it. The English language curriculum of Sikkim University is a combination of a process model curriculum and a research model curriculum. Since there are no specific objectives mentioned for compulsory English paper, the objectives can be categorized as illuminative one and not recommendatory. Therefore the curriculum is based on a research model where teachers can criticize and improve the model. It has to be judged according to its credibility to widen knowledge.

2.5. The Undergraduate English Syllabus of the Compulsory English paper.

A syllabus is a detailed and operational statement of teaching and learning elements which translate the philosophy of the curriculum into series of planned steps through elaborative objectives. The syllabus is the medium through which the aims and the ideologies of the curriculum are implemented. The Undergraduate level English syllabus of Sikkim University claims to have been structured according to the strengths and weaknesses of the region.

In the colleges of Sikkim the compulsory English paper -I is studied by all the students of every faculty in the first semester.  Paper II of the compulsory English paper which is taught in the second semester is not mandatory for honours students and general commerce students, who have to opt for environmental studies paper (EVS). The students who study general science paper and general arts paper are given an option of either choosing Compulsory English paper II or any other regional language paper. It is to be noted here that, English as a compulsory subject is mandatory for all students of every discipline only in the first semester. Each semester lasts for four and half months. This indicates that the students who pursue studies in their respective discipline in English language are actually trained in English only for four and half months. Therefore, the basic course of study in English has to equip the learners with reasonable language skills for their entire academic endeavor.

The Compulsory English language syllabus for general undergraduate English paper does not specify the basic objectives behind its teaching. The syllabus is structured on grammatical components as well as literary discourse. As the emphasis on grammatical aspects is prominent in this paper that syllabus can be categorized as partly structural syllabus giving due weightage to the literary aspects. The structural syllabus helps learners to master structures but do not guide the learners on how to use the learnt structures. The learners build adequate linguistic competence but fail to develop communicative competency through the structural form of syllabus. There are not enough adequate strategies in the English syllabus to help learners develop functional language skills.

Paper I of the English course which is mandatory for students of all discipline has been divided into two categories. The first category aims at introducing the use of language through literature. The second category aims at improving grammatical skills. A text book has been prescribed for the literary portion of this course. Those lessons which are not represented in the textbook are taught by the accumulated practical wisdom of the teachers and their respective teaching methodologies. The features of the textbook and the methodologies adopted for teaching are discussed in the subsequent units.

English paper II is an optional paper for the students in their second semester. The syllabus for this paper does not specify its objectives but the aims are stated clearly. The aim behind this course is to improve communication and writing skills. There is a reading list provided with regards to the specified content area of the course. Teaching objectives and instructional objectives are not mentioned to support teaching. Therefore, it can be confirmed that the syllabus is not pre-determined in nature as it ignores the important feature of the objective goals behind its teaching. The syllabus to support its teaching content often evolves as an emergent syllabus, which is guided by issues and decisions made while teaching by the teachers. As a result, the basic distinction between the syllabus as guiding factor behind teaching and its actual implementation is the distinction between the ideal syllabus projected by the University and the real syllabus implemented in the classroom.

The compulsory English course in Law and Legal Jurisprudence studies is taught in three semesters. Out of three papers the third paper which is English III is a discipline specific paper that caters to the development of legal language vocabulary development. English I and English II papers are based on ESP paradigm. The English syllabus for these courses does not have specific objectives laid down regarding the teaching and instructional objectives. Apart from the reading list the syllabus does not indicate any information on the process objectives behind effective teaching. The aims behind the course are well projected but the absence of the textbook and the intended learning outcome of the course confuses both the teachers and the learners. The syllabus does not focus on competence building measures. As the Law students need to have better communicative competence with regards to speaking, the complete absence of phonetics and the rejection of the development of speaking skills is rather surprising. The goal of ESP course is to prepare the learners to carry out specific set of task. In this regard the English syllabus of Law and Legal Jurisprudence studies has simply focused on the development of reading and writing skills without any emphasis on the development of listening and speaking skills. Any educational programme should be based on the learners needs. The learners become the vital component with regards to the implementation of the programme. In the light of the discussion followed it is observed that the tertiary level English syllabus of Sikkim University leaves a gap between learner’s and the course content.

2.6. English Language Learners at the tertiary level of Sikkim University

Regarding English language teaching, the leachers need to be equipped with a high degree proficiency of English which is required  for higher studies.Students are expected to have acquired  a reasonable degree of language proficiency in English by the time they join  courses at the tertiary level. Students who join Undergraduate programes in colleges of Sikkim have higher secondary certificate either from CBSE or ISC board of education. The CBSE curriculum of English contains the following courses:

1.English Core (code no-30)

2.Functional English (code no-101)

3.English Elective (code no- 001)

Out of the three courses offered the majority of the students studying in different colleges of Sikkim have studied English core course. The objectives behind the English core course as cited by www.http//cbseportal.com/exam/download/CBSE-senior-school-curriculum-2009:

1.    To enable students to listen and comprehend live as well as recorded oral presentations on a variety of topics.

2.    To develop greater confidence and proficiency in the use of language skills necessary for social and academic purposes.

3.    To participate in group discussion / interviews, making short oral presentations on given topics.

4.    To perceive the overall meaning and organization of the text.

5.    To build communicative competence in various registers of English.

6.    To promote advanced language skills, with the aim to develop skills of reasoning, drawing inferences, etc through meaningful activities.

7.    To translate texts from mother tongue (s) into English and vice versa.

The well integrated objectives of CBSE have not laid proper stress on the development of listening and speaking skills that are integral part of language learning. When the students join tertiary level courses they do not get opportunity to develop their listening and speaking skills in the Compulsory English course.

The ISC board has a well integrated English language learning programme in the higher secondary level. Some of the students studying at the tertiary level in the colleges of Sikkim have completed their senior secondary examination from ISC board of education. The students have built a  reasonable degree of proficiency level in English before joining the different courses at the colleges of Sikkim. The ISC English course has the following aims and objectives as cited by www.http//www.planetjoy.com/information/529-cbse-icse-ib-curriclum-school:

1.To develop habits of:

(a)    Clear articulate expression, using syntactical forms and structures with a firm grasp of idiom.

(b)    Critical thinking, involving assessment and analysis of the written material.

2.    To develop capacity to critically and innovatively examine and asses the value of passages or argumentative writing, to consider the assumptions upon which the arguments rest and to trace the implications that follow.

3.    To develop adequate and appropriate vocabulary.

4.    To develop the ability to comprehend and appreciate good prose.

5.    To develop the power of expression.

6.    To develop an appreciation of literature through a critical study of selected literary works.

7.    To help students achieve through the study of literature, an understanding of the study of man.

The aims and objectives are thoughtfully programmed. Students achieve a good command over English. Despite the well knit ISC English language programme like CBSE language curriculum there is no stress on improving listening and speaking skills. It is in this regard that the compulsory English course at tertiary level needs to emphasize on imparting listening and speaking abilities in the learners.

Apart from these two senior secondary boards, many students at different colleges of Sikkim have completed their higher secondary education from different state boards. Some students have completed their higher secondary education from Bhutan and Nepal. It is to be noted that irrespective of their secondary education, none of the students show any comendable competence of the four basic skills of listening, speaking, reading and writing in English. When the respective boards of senior secondary level have failed to develop adequate English language skills of the learners, it becomes the responsibility of the tertiary level English course to rectify the flaws. The need analysis of the learners regarding English language usage, derived from data collected through questionnaires, reveals that none of the learners rate their English language skills as excellent. Majority of the collage students have expressed their desire to develop English language skills. The students have expressed that the compulsory English course content does not help them in developing English language skills they need outside classrooms. Majority of the students studying at different colleges in Sikkim come from the rural background therefore their exposure to English language is scarce. Consequently the students lack in proficiency in English language. This inability interferes with their classroom learning since the lectures are delevered in English.

Language is primarily a speech, and knowing a language is often defined as the ability to understand and speak the language. Developments of the aural-oral skills are important since skills in reading and writing depend on aural-oral competency. The tertiary level English syllabus of Sikkim University does not provide enough scope for the development of aural-oral skills.

The data collected highlight that students opting for courses like Tourism studies and Commerce need to develop English language skills that are relevant to their subjective demands. The compulsory English course is an amalgamation of grammatical components and literary aesthetics; as a result the course sidelines the directives  regarding specific language use. The actual content of the course fails to build cognitive language competence of the learners related to their respective disciplinary need. The data further highlight that the learner’s competency level in English language is qualitatively poor. Some of the factors regarding the learner’s incompetence in the use of English language are:

1.    The teaching learning process regarding English language at the school level.

2.    The learner’s socio-economic background.

3.    Less emphasis on functional usage of English language in realistic environment.

In the light of the  above discussion, the learners background with regards to their competency level in English language is detrimental to a successful implementation of an effective English language programme at the college level.

The relationship between the course content and the curriculum is important. The course is the operational process which is guided by the syllabus. Operationalising of the aims and objectives of the curriculum depends on the content of the course which has to be systematically delivered to the learners through effective teaching. An educational programme is implemented through teaching.

2.7. Teaching materials for Compulsory English Course at the tertiary level in Sikkim University.

The teacher is the most significant factor in determining the success of the syllabus or the teaching materials that are suggested. The tertiary level compulsory English syllabus of Sikkim University has suggested a reading list for the teaching content. There are no specifications for the teachers to integrate any particular methodology while teaching. Consequently the teachers have a considerable amount of individual decision making as regards to the introduction of teaching materials and its pedagogy.

Teaching materials can be of two kinds. They can be printed materials like textbooks and supplementary books or reference books.They can be authentic materials like, audio-visual aids, realias and other teaching aids. However, most teaching situations depend on the textbook. A learner is always independent with the help of a good textbook, even in spite of non-existent teaching. The teaching materials provide opportunity for learning so they become tools that can be used by both teachers and the learners. In regards to the teaching materials suggested in the English syllabus, there is only one textbook prescribed for undergraduate compulsory English paper-I. The title of the book is Living Literaturers. An Anthology of Prose and Poetry. The book has been published in 2007 by Orient Longman Private Limited. The book is a compilation of shorter readings required for second and third year students of the English course at BA programme of Delhi University. The book is literature oriented. It is to be noted that, the same book is being used in the first semester for compulsory English paper-I in the tertiary level of Sikkim University. The questions that are specified in the book do not focus on functional language aspects but on textual comprehensive questions that focus on literature. Some questions have been added to help students develop their skills in reading. The content of the book does not cohere to language skill development of the learners. Some interpolatory questions present in the book aim at issues like hybrid culture and Post-colonial literature. The overall observation points out that the textbook does not prepared the students to fulfill the demand of using English correctly and contextually in the subsequent semesters.

The other half of the compulsory English paper-I is based on grammatical usage of language. The functional elements of language in this section do not have  any created materials to rely upon. The teaching  compulsory depends on the supplementary materials used according to the teacher’s choice. The grammatical aspects to be covered in the course do not indicate to any specified learning outcome. Since a portion of the compulsory English course is based on structural/ grammatical syllabus, the absence of specific language drills for practice weakens functional language learning. The responsibility of teaching language skills depend on the innovative competency of the teacher. In this regard the responses to the questionnaires filled up by the lecturers who teach English reveal that most of them rely on authentic materials for teaching. The responsibility of the teachers in functionalizing the course content is immense. It is to be noted here that, out of nine lecturers, teaching English at the tertiary level in three different colleges of Sikkim, only two of them have been trained on ELT pedagogy. Similarly the compulsory English course content of the Law and Legal Jurisprudence studies do not have a specified textbook. There are no objectives stated behind the teaching content of the English syllabus.

The implementations of the teaching materials depend on the teaching methodology. Since, the syllabus is procedural in nature the methodology adopted for the teaching of the subject content becomes important. The non-indication of the instructional objectives behind the compulsory English course allows the lecturers to use any teaching methodology of their choice. Many of the lecturers have viewed their opinion on using methodologies like the Grammar Translation Method. On the other hand some of the lecturers have been using Bilingual Approach and Communicative Language Teaching. The same content of the English paper is taught in different respect with different methodologies. As a result, the summative evaluation of the learners reflects categorically different levels of competency. This violates the basic aims of the curriculum which stressed on uniform level of proficiency.

In the absence of created materials like the textbooks the teacher need to rely on authentic texts for effective teaching. These texts are not doctored or simplified. They are texts which are in use in real life transactions. The use of these materials in teaching are related to cognitivist approach as they encourage communicative language teaching by laying emphasis on the learners own word view and past experiences in constructing meaning. In the colleges of Sikkim the authentic texts have become the preferred teaching material used by the teachers in the absence of created materials like the textbook.The quality of these materials therefore largely depend on the creativity and linguistic competency of the teachers concern. The question when only two of the nine teachers are trained in the field where is the guarantee of creating and using adequate authentic materials.

When the teachers implement different methodologies to deliver the teaching content, the syllabus often changes from a product oriented one to a process oriented syllabus. What is planned ideally according to the syllabus specification changes to an actual syllabus that facilitates learning inside the classroom. This kind of syllabus is often termed as emergent syllabus. In order to successfully materialize the basic aims of the curriculum the emergent syllabus depends on the decisions made by the teachers while teaching. As viewed earlier, the compulsory English syllabus of Sikkim University does not specify teaching objectives. As a result the teachers frame their own teaching objectives. Since the teachers adopt their preferred methodologies while teaching, the uniformity of language competence of the learners is not balanced.

The compulsory English course content does not provide enough opportunity for students to practice language skills they have learned in the forms of exercises.Neither  the syllabus nor the texts have specified the kind of exercises related to the development of listening, speaking, reading and writing skills. The learner’s needs and the course material is integral parts of any language programme. The suitability of the materials adopted by the teachers while teaching is assessed through the performances of the students in the examination and other assessment procedures. The term end examinations and the internal assessment papers become a medium where the learners get opportunity to testify the language skills they have developed through classroom teaching. It is to be noted here that students who have volunteered to answer the questionnaires have indicated that their use of English language is rather restricted inside the classroom. However, the students have shown keen interest in developing English language skills which they feel will help them to perform better in different real life situations. Since, Sikkim University curriculum stresses on continuous assessment of the learners, the evaluatory methods under semester system will be more preferred to the yearly system.

2.8. Procedures in Evaluation of Compulsory English Paper at Tertiary Level in the University of Sikkim.

The academic programme of English for the undergraduate level is structured for semester evaluation. Under semester system, there is a decentralized examination system as it empowers teachers to regularly analyze the learner’s with regards to their learning. Semester system offers the teachers a regular opportunity to evaluate and assess the impact of their own teaching. As the teachers have utmost control over the delivery of the course content the Sikkim University has also provided teachers with absolute authority regarding evaluation of the learners. The pattern of evaluation is divided into three categories. As discussed earlier, the midsemester test has 20% weightage regarding marks allotment, 25% of the marks are allotted for term-papers and the end-semester examination has 50% marks allotment.The University has provided five percent of marks for attendance of the students. All the test scripts are evaluated by the respective course teachers. There is a special provision for 30% of the end-semester scripts to be randomly by Sikkim University to get them evaluated by external examiners. In case of a prominent discrepancyregarding the marks given by the course teachers and the marks given by the external examiners, the scripts are re-evaluated through external assessment.

The evaluatory procedure of compulsory English course is effective as it emphasize on constant evaluation of the learners. In this process the teachers who have been given full responsibility for operationalising the syllabus, become constantly aware of the learners learning aptitude. The data collected in this regard points out that some of the lecturers indicate that the existing semester examination system cannot be effective due to time constraint. The English teachers of various colleges in Sikkim have expressed that the students are unable to cope with continuous assessment due to their engagement with other subjects which also needs their constant participation. But majority of the lecturers support the existing semester examination system. It is to be noted that, during the yearly annual examination system that was followed by colleges in Sikkim under the University of North Bengal, the students could secure less marks than what they have started securing under the present system. Continuous assessment of the learners has redefined English pedagogy in different colleges of Sikkim. However, despite the improvements in the learners scoring capabilities in English papers, the sample test study of their expository writing in English proves that the learner’s level of proficiency in English is still underdeveloped.

The English syllabus for compulsory English paper is procedural in nature but the absence of clear objectives behind its teaching makes the paper vague with regards to the teaching outcome. During the evaluation process the questions are framed by different lecturers stressing on different aspects of language learning. As a result in the absence of a standardized framework of formative, illuminative and summative evaluation, the teacher’s respective opinions and choice of questions serve as the basis of evaluation.

Chapter-3. Suggestions on Critical survey of English Language Programme of Sikkim University.

3.1. Objectives of the English Language Curriculum and the Syllabus.

The purpose of introducing language teaching in educational system is to develop communicative ability that is required as the common language of academic discourse in India. The teaching of English like any other language is facilitated by sound curriculum values, insightful syllabus, effective teaching materials and methodology.

All language curriculums specify their aims and objectives clearly. Sikkim University has specific aims behind its educational progarmme. In regards to English language teaching Sikkim University curriculum does not indicate specific objectives to support the rationale behind the English language teaching programme. The English syllabus has laid out objectives for English Honours course but regarding the general English paper and the compulsory English paper, the teaching objectives and the instructional objectives are not mentioned. The intended learning outcome of the learners with regards to the teaching content is not existent in the English syllabus. Therefore the objectives of the English syllabus regarding compulsory English paper are not recommendatory but illuminative in nature. The English language curriculum of Sikkim University is an amalgamation of a process model and a research model curriculum so the responsibility of the teachers to implement the curriculum effectively is vital. Another point to be noted in this regard is that since the structural syllabus of compulsory English paper is not pre-determined, the syllabus develops into an emergent one. The emergent syllabus is guided by illuminative principles of the teachers in the teaching learning process. A well organized English syllabus with specified objectives would help in creating a more effective teaching learning scenario in the tertiary level of Sikkim University. The objectives should specifically indicate the teaching objectives and the instructional objectives behind the language programme.

3.2. Use of Teaching Materials for Compulsory English Course.

Teaching materials are the most important component in any language programme. The materials can be textbooks, institutionally prepared materials or the teachers own preferred materials. The instructional materials generally serve as the basis for the language input that the learners receive and the language practice that occurs in the classroom. The materials need to be specifically designed so that the learners can accordingly modify their English language skills. At the tertiary level English language teaching, the recommended textbook for use in the first semester for compulsory English paper is aimed to develop literary sensitivity of the learners. This book is used by second and third year BA students of Delhi University. The content of the book does not match the competency level of first semester students studying at different colleges in Sikkim. Since the English syllabus does not mention objectives behind the compulsory English course content, it is found that the created material is not in harmony with the existing competency level of the learners English. Such adversity occurs when the syllabus framing committee is reluctant to incorporate new ideas and trends without considering the need and the competency level of the learners.

The grammatical portion of the compulsory English paper-I does not have a prescribed text book. The teachers have to put together instructional plans based entirely on their individual decision. The teachers rely on different authentic materials for teaching and therefore pedagogy differs.To combat this problem there is a need for establishing a basic link amongst the methodologies adopted by individual teachers. This is possible if and only if all the teachers are equally trained in the field. Unfortunately the reality (as supported by questionnaires responses) reflects a contrary situation. As a result uniformity in the language programme cannot be achieved.

The course content of the compulsory English paper I does not emphasize on the development of aural-oral skills. Language is primarily a speech and knowing a language is often defined as the ability to understand and speak the language. Since the compulsory English paper is a mandatory paper for students of every discipline, the course content would be effective when structured according to the requirements needed to develop functional skills of English  language. It is to be noted here that, the compulsory English paper- II, which is not a mandatory paper for all students, is focused on developing communication and writing skills. The Compulsory English paper II gives some weightage to the development of listening and speaking skills as well. As the content of this paper is.useful for all learners, its contents should integrate with the course structure of the Compulsory English paper-I in the first semester that is mandatory for all students to study. Proficiency in English language is required by the learners throughout their academic pursuit. Likewise the compulsory English paper of Law and Legal Jurisprudence studies do not emphasize on the development of aura-oral skills. The compulsory English course structure at the tertiary level of Sikkim University needs critical reexamination to become effective and user-friendly.

Teachers are the most significant factor in determining success of the curriculum, syllabus or the materials. The attitudes of the teachers and their abilities to incorporate realistic ethics of teaching are an important factor to be considered while examining the implementation of a language programme. The teachers training and exposure to ideas concerning the nature of language and language learning is detrimental to purposeful teaching. In this regard Sikkim University should incorporate teacher training as significant component of English language teaching. The teachers need to be trained through intensive ELT training progarmme or all English faculty members should be provided with proper instructional methodologies in the form of teacher manuals.

3.3. The Audience for the Teaching Materials.

The students overall performance reflects the quality of teaching. Students who join different courses at the tertiary level are already exposed to English language learning in the Secondary and Senior Secondary level. Despite learning of language for many years, majority of the students at tertiary level in the colleges of Sikkim do not have adequately developed English language proficiency. The reason for inadequacy is the learner’s socio-economic background, and the teaching learning process in the school level. As students at the tertiary level come from diverse cultural backgrounds, they have a variety of different assumptions regarding English language learning. Therefore, the process of sensitizing the learners to new ways of learning becomes an added responsibility of the English language programme. In this regard, Sikkim University can design short term orientation course to provide the learners with adequate exposure of the functional aspects of English language. The course should focus on developing the four basic skills of listening, speaking, reading and writing of English. The specifically designed communicative course in English can be introduced as a non-credit course.

Sikkim University has a diverse range of subjects in its educational programme. The curriculum of the University encourages interdisciplinary subject choice for the learners. In this regard some of the professional courses like Tourism Studies and general courses like Commerce require specific skill in the use of English language. The course structure of English for these disciplines should be framed according to ESP model so that the learners can develop competency in their chosen discipline.

3.4. Conclusion.

To conclude it may be suggested that English language curriculum of Sikkim University needs to be contemplative with regards to issues related with English Language Teaching (ELT). The English syllabus for the tertiary level of Sikkim University is informative but not practical and it fails to fulfill the learner’s realistic English language requirements. The inception of Sikkim University is new, yet its innovative educational programs are praiseworthy.

The teaching materials for English courses at tertiary level will provide relevant impetus for effective English teaching. Further, the effective materials will help the learners become proficient users of English language. Therefore it is suggested that the University takes the responsibility of producing adequate learning materials for teaching English. Due to the limited scope of this project an in-depth study of the syllabus design and materials could not be carried out. This domain is open for further research.