ELT/Education Abstracts: August 2007

Abstracts of Papers Presented at Conferences & Seminars as on October 2009

C. Praveen, Teacher Educator, Government College of Teacher Education,Trivandrum , South India

Contents:
A : Related to ELT
B: Related to Education

A: Related to ELT

A1. Paper entitled Using Audio-Visual Media for Communicative Activities at theWorld Congress on ‘World Languages in Multilingual Contexts’ at CIEFL, Hyderabad on 3rd to 7th January 2001

Abstract

This paper attempts to share with the participants , my nascent experiment in using audio-visual media for communicative activities.

The four-month in-service course for high school teachers at the Regional Institute of English , South India, Bangalore usually commences with Fluency-based activities during the first week.

During the present course (which started in June 2000) video clippings were made use of for the fluency activity. For the participants (who belong to multi-lingual speech communities) the use of video to make them use the target language(in this case, English) was a novel experience.

It is proposed to begin the presentation by stating the rationale for using video. Then an attempt will be made to explain some of the processes involved.

It is hoped that this presentation would help create an awareness of the potential of the video for communicative activities. It also explores the possibilities of tapping the knowledge of one’s mother-tongue in the learning of English through participative group work.

A 2. Paper entitled CLT Through Teacher-made Video at the UGC sponsored National Seminar on Innovative Techniques to Aid Performance in English as Second Language at Farook Training College, Kozhikode on 15th and 16th July 2005

Abstract
Several technological resources are available for the use of teachers who are really interested in helping the learners attain a respectable level of communicative competence. Unfortunately, many teachers tend to ‘keep off’ or avoid using them either because they find it too sophisticated or because they find it expensive.

In this presentation , an attempt will be made to demonstrate the use of an unsophisticated and inexpensive video for Communicative Language Teaching (CLT). First, an issue related to CLT in India will be highlighted. Then, the rationale for using video will be given. Mention will be made of the nature of the video used before concluding with a demonstration of the teacher-made video.
It is hoped that this presentation will initiate inexperienced teachers of English to the use of video for teaching English as a second Language (ESL). For those already familiar with using video, this will provide a chance to refine and question the methodology involved.

A3. Paper entitled Teacher as Materials Producer: Computer-based Tasks for Communicative Language Teaching at the National Seminar on Perspectives in Educational Technology at Central Institute of Educational Technology,NCERT, New Delhi from 1st to 3rd March 2006

Abstract

In the context of a global society, and especially since the opening of the Indian markets to foreign investments competence in the use of English has become the passport not only to higher educational opportunities but also for better economic gains. The emphasis now in schools is to acquire language skills which will enable the learners ‘use’ the language. So
teachers of English today are keen on providing opportunities to ‘communicate’ or ‘use’ the language and this is more or less the core of language learning programmes.

Teaching materials play a significant role in fulfilling learner’s expectations in the English language classroom. But most materials in the Indian situation tends to reflect a dependency culture. Both the student and the teachers in non-urban areas seldom do anything in the General English course without reference to the prescribed textbook. Sadly enough it has been found that text-based teaching materials rarely generate learning interest. Teaching Communicative English, the author believes demands a shift in the role to the teacher. He/ she has to be a Materials Producer, resourceful enough to provide suitable learning materials for communicative tasks.

In this context, it is worth noting the fact, that a study of art leads to a greater length of concentration span, enhances academic achievement and better intellectual abilities. Researchers have also shown that it is possible to teach language through the arts. The Internet, we know, is a gold mine of resources especially for the arts. Visuals, mainly paintings, available on the internet is extremely free. So if these are used as Communicative Language Teaching materials, we can not only aim at excellence in education, but also cut down the cost of materials production.

So this paper in addition to affirming the role of the teacher as Materials Producer goes on to demonstrate the possibilities of using paintings down loaded from the Internet as Communicative - task materials. Through this the author attempts to show the possibility of :

1. Motivating learners.
2. Making language learning interesting.
3. Generating an interest in the arts especially painting.
4. Providing inter-disciplinary study.

A 4. Paper entitled Priming to Howl Back?: An Examination of ELT Issues in God’s Own Country at the UGC sponsored National Seminar on Decolonizing the English Classroom –Studies in Perspective at Government College,
Madappally on 28th &20th August 2006

Abstract

When the British left India, as in other newly independent countries, English was taught as a Second language. Thanks to the three-language formula implemented by the Departments of Education, the marginalization of Indian languages was largely checked.

In recent years a diligent team of Resource Persons at the State Council for Educational Research and Training (SCERT) in Kerala , ‘God’s Own Country’, have been attempting to hoist the local ELT sail to suit the wind they perceive. But have they perceived it right? Are they in their preoccupation for fruitful sailing, conveniently ignoring the undercurrent of a covert ‘ELT industry’, flourishing in India and elsewhere? Will the local sail ultimately drown the ‘neo-baboos’ in the making? In this paper the author attempts to identify the issues which he confronted while associating himself with teaching and curriculum design of primary, secondary and tertiary level ELT syllabuses.

The paper begins with a brief sketch of the ELT curriculum recently introduced in Kerala at the Primary, Secondary and Higher Secondary level interspersed with the author’s own impressions on how it was received. A fairly detailed examination of the ELT issues related to the implementation of the new ELT curriculum in the State follows. The paper concludes by stating possible course a tertiary level pedagogy should follow to eliminate completely the vestiges of colonization in Indian classrooms.

A 5. Key note address and paper entitled Art Beat via Cyber CLT at the seminar on Indian English Teaching /Learning @ Cyber World organized by the PG Dept. of English Mar Athanasius College , Kothamangalam on 28 Oct 2006

Abstract

Experienced English Language teachers know that instructional materials play a pertinent role in generating language. Even the very quality of classroom interaction in an acquisition poor environment is dependent on the material used. But sadly enough the English Language Courses offered in many educational institutions in the country centres around prescribed Text books which seldom generate learner interest.

Studies have shown that instructional materials with a strong visual element used for language learning can help rivet the attention of the learners. Once attention grabbing is achieved, instructional materials can easily aid in the performance of its primary role- that of promoting communicative language use.

How can the Cyber World help in this regard? What role can it play in facilitating Language learning? This paper explores the possibility of exploiting Cyber world material for learners of English.

The author a practicing teacher, intends to present his modest attempt at designing and developing Communicative Language Teaching (CLT) tasks using art material downloaded from the Internet. The presentation of the material will demonstrate how art materials can become the content for communication, produce instant attention, and generate interest for Indian learners of English.

A 6. Paper entitled Communicative Skills at the inaugural function of the English Association of MES Keveeyam College Valancherry on 4th Dec 2006

Abstract

The spectrum of communication in contemporary society defies description because of the immense variety and range of its components. Communication, we know maintains and animates life.

The presentation begins by defining communication and goes on to briefly discuss its characteristics . It shows how communication is an expression of social activity and civilization, leads people from instinct to inspiration and creates a common pool of ideas. The presentation also demonstrates how at every turn , the degree of success in communication could be hailed or deplored depending on the individuals ability or inability to skillfully utilizing and exercising his or her skill at communication. The author also makes a reference to the term ‘skill’ and attempts to elaborate the term ‘Communication Skills’.

A 7. Paper entitled Art beat via Cyber CLT: An Aesthetic Dimension to ELT at the Second International and 38th ELTAI Annual Conference at BSA Crescent Engineering College Vandalur, Chennai on 9th and 10th February 2007

Abstract

The National Curriculum Framework (NCF) 2005 places emphasis on art education. Studies have shown that instructional materials with a strong visual element used for language learning can help rivet the attention of the learners. But sadly enough the instructional materials used today for teaching English in India rarely uses material related to art nor makes use of colourful visuals.

The paper suggests how paintings downloaded from the Internet can become the content for communication, produce instant attention and also provide an aesthetic dimension to ELT…perhaps a novel way of teaching English for today and tomorrow!

A 8. Paper entitled Language Generation Using Films at the National Conference on Innovative Approaches and Techniques of Teaching English at the PSG College of Technology, Coimbatore on 13th and 14th July 2007

Abstract

Film as a form of input in the classroom can be valuable as a teaching aid. The visual element is rich with non-verbal clues which can aid students’ comprehension. Perhaps the greatest advantage to which film can be used is for generating language.

This paper explores the possibility of language generation using a clipping from a film.The task oriented activity which follows the viewing of the film will energize the learners and provide scope for lively interaction . In fact , the film material becomes a document for inspection and discussion.

The presentation will begin by identifying the characteristics of language. Then mention will be made of the possible causes for failure of the printed text and audio recordings to generate language. Though the main focus in the paper is on affirmation of the potential of the film medium for generation of language, a reference will be made about the problems one is likely to face while using films for language generation.

A 9 . Paper entitled Linguistic Tasks & PC Generated Film Clips to aid HR Education at the International Conference on New & Emerging Technologies organized by the IATEFL Learning Technologies SIG, UK
in association with ELTAI Computer Technology SIG and Loyola College, Chennai , from 3rd to 5th August 2007

Abstract

Several classroom strategies have hitherto been employed in India to practice and
experience Human Rights behaviour. Topics related to Human Rights are invariably included in the General English text books prescribed for study at the Secondary level but, the present generation of learners are in the habit of watching films and they prefer watching films to reading! Hence the introduction of Human Rights topics in the English text books rarely turns out to be a fruitful teaching encounter.

The paper will attempt be to familiarize readers with ways of transacting Human Rights issues using select film clippings generated through a PC. It is hoped that such a procedure will help in infusing and practicing HR behaviour effectively in the English classroom.

A 10. Paper entitled 1 + 1 = 3 : Nurturing Creativity in the ESL Classroom Using Films at the 3rd International and 39th ELTAI
Annual Conference at Satyabhama University , Chennai. 8th to 10th February 2008

Abstract

The Micro Chip age has ushered in new avenues for fostering creativity. With the support of Multi-media tools , there is tremendous scope for exploiting Feature films for developing creative language use.
One added to one should make two…. not three! But one short film clip conveying a coherent theme when added to another short film clip with another coherent theme, by applying the ‘splicing technique’ employed by film editors, would give, not two themes , but a third coherent theme!! How is this possible ? How can such a technological gimmick help in developing creativity in the ESL classroom?... These are some of the questions this paper attempts to answer.
The paper begins by referring to the role of films in teaching and goes on to identify one major avenue thrown open by the advent of Digital age technology viz; Non-linear Editing. This will be followed by an attempt to illustrate the ways of interpolating film clips for creative language use in the ESL classroom. The paper concludes by providing suggestions for proper use of films to nurture creativity – an activity which has the potential for teachers engaged in the activity to experience life-long learning!

A 11. Paper entitled Pic Tasks For Chit Chat at the National Conference on Task Based Learning for Communicative Competence organized by the Department of English , Sri Vasavi College, (SF Wing) Erode ,
on 01 March 2008

Abstract

A derivation of an old Chinese proverb is : “One picture paints a thousand words”. Whether students are visual learners or not they will all benefit from the use of pictures. Pictures have an irresistible quality – that of attracting our attention. Used properly pictures can rouse the students’ imagination. Appropriate use of pictures can serve as stimuli for interaction too.

The Digital Age has thrown open avenues for easy access to quality pictures for the common man. The birth of Search Engines with features that help narrow search results to ‘web’ ‘images’ etc has made it comparatively easy to download the exact type of picture we need. Further, there are plenty of web sites that permit free downloading of pictures. In short there is an untapped gold mine of pictures out there in the virtual world for teachers to exploit for language teaching.

But what type of downloaded images can serve as reference points for chit chat in the classroom? How can teachers exploit images for developing communication skills? What procedure should teachers follow for involving students in language generation activity using pictures? How can teachers produce image-based materials that serve as an excellent tool for communicative activities? … These are some of the questions this paper attempts to answer. The author also intends to share his experience of using linguistic tasks based on pictures for students at the Under Graduate level.

A 12. Paper entitled Emerging Literacies vis-à-vis ELT: A Constructivist Reformulation of the Film-Litt. Pedagogy at the National Seminar on Literature, Language, Communication at Pondicherry University on 27th &28th March 2008

Abstract
In our ever-changing world , youngsters are bombarded daily with multiple forms of media via the internet, television, advertising , music, movies, video games, and other digitized realities. It is an acknowledged fact that teenagers are some of the most avid participants in this media- crazed society.

Educational theorists emphasize the importance of connecting student knowledge with college knowledge. Even recent brain research supports this pedagogical approach. One way of achieving this is by selecting a film based on a literary text , that relates to the students, connects to their schemata, and engages them with its story. If the chosen media-supported literary text, strongly fits within the experiences of the students, it will have relevancy for their lives. And by doing so, we will be creating a dynamic environment in which the students think about the film and the literary text critically, expresses their opinions orally, and writes profusely about select aspects of the film and the literary text.

In fact, the time has come for a shift from a Literature based ELT programme to an integrated Film–Litt. pedagogy which has tremendous scope for developing communicative competence of the learners. One obvious advantage of the introduction of integrated media-based language texts is that it can help meet some of the demands of globalization and intense electronic interactions.

Such an integration demands a novel approach to curriculum design . Perhaps the most appropriate approach could be Constructivism- with its emphasis on the individuals actively constructing knowledge by working to solve problems, using Discovery learning techniques including predicting of narratives, involving in Project-based learning and Collaborative learning and of course the developing of Critical Thinking skills by basing the chosen film-based text on the learners’ schemata.

What goes in to the making of an integrated Film – Litt. ELT programme with an emphasis on developing Communicative Competence ? What kind of learning activities should be included in such a curriculum ? What would be the role of the teacher and the learner? And finally how can such a curriculum based on the Constructivist paradigm be evaluated? These are some of the questions that this paper will try to answer. An attempt will also be made to illustrate the approach using an extract from a popular literary text and a film clip based on the extract .

A 13. Paper entitled Honing Trainee Writing Skills Through ICT-based Immersion Programme at the National Seminar on Best Practices in IT-Enabled Teacher Education and Knowledge Management organized by the Dept. of Education,University of Kerala , Trivandrum on 17th and 18th Oct 2008

Abstract
Those who join the teaching profession need to be able to exploit the potential of ICT to meet his or her teaching objective. Today, it has become imperative for teacher educators to equip trainees to evaluate examples of ICT to make sound judgments about when, when not and how to use it.

Teachers of English, in India have attempted to bring about changes in the educational environment of ELT to keep pace with the technological advancements. This paper is a report of an immersion programme of e-learning aimed at facilitating and enhancing Second Language (L2) competence of the BEd trainees whose optional subject is English. The study was conducted in Government CTE, Calicut, during 2007-08 - an institution affiliated to the University of Calicut which recently introduced ICT as a Core Paper.

As part of the study, the trainees were initially familiarized with the use of Communication Technology and later encouraged to use E-mails to communicate and Blogs to publish their work. How did it help the trainees to develop their L2 competence? What were the consequences of the shift in teaching strategy? This presentation will attempt to answer these questions.

The paper begins by presenting the background of the study and goes on to highlight the initiation programme to ICT followed prior to the study. Next, the rationale for focusing on E-mail and Blogs is given and the role of the teacher educator / trainees is mentioned. Before concluding, it states how the approach followed benefited the trainees and the college in which the study was conducted. Areas for further study are also suggested.

A 14. Paper entitled Glocalizing ELT in the Time of Postmodernism at the National Seminar on Postmodern Pedagogies for the Emerging Global Society at Sahodaran Ayyappan Memorial College of Education, Poothotta, Ernakulam on 18th and 19th May 2009

Abstract

Everything around the world is in a constant state of flux. We have witnessed modernism, globalization, liberalization and now postmodernism. All these have had profound effects on existing educational structures, and even on English Language Teaching (ELT) . Debates rage in several corners of the world accusing ELT practitioners of promoting British language and culture, and of aiding the imposition of a Western liberal capitalist ideology.

So, what kind of ELT should we render in the time of Postmodernism in ‘God’s Own Country’? This paper is an attempt to present a ‘glocal’ ELT which will be acceptable and will help resolve the kind of heated debate raging over ELT.

The paper begins by identifying the shifting perspectives of postmodernism, moves on to identify an appropriate agenda for ELT in postmodernism and proposes ‘glocalisation’ as a solution. Next, the concept is explained and the nature of the materials/ tasks and the role of the teacher and the students is presented. A sample Multimedia ‘glocalised’ material is also proposed to be part of the presentation.

A 15. Paper entitled Twitter for ELT...A Web 2.0 Fad? at the UGC Sponsored State Level Seminar on Implications of Novel Technological Approaches in Education at Titus II Teachers College, Tiruvalla on 9th & 10th July 2009

Abstract

We have witnessed several Web.2.0 fads. Right from the time they were launched, we have seen techno savvy teachers and students go for it. The Microblogging facility, Twitter though only three years old is no exception. English Language teachers are keen on exploiting Twitter as a language teaching tool. But will it really help in English language teaching ( ELT) ... or is it likely to end up as just another fad?

In attempting to answer this question, the author takes a critical look at Twitter as a teaching/ learning tool and identifies ways in which it can be used for ELT and more particularly as a communication tool.

A 16. Paper entitled Ensuring Engagement Through Ad. Critiquing In Mixed Ability Classes at the Fourth International & Fortieth Annual ELTAI Conference on Managing Mixed-Ability Classes at the JBAS College For Women, Chennai from 7th to 9th Aug 2009

Abstract

Teaching mixed ability groups have always been problematic. Tackling students of mixed levels, of mixed learning ability, or even both, teachers agree, is no easy task.

One solution is to abandon lockstep teaching of parts of the lesson which helps the teacher to work intensively with a sub-group of the class while the others work autonomously. But this too, may not necessarily be successful in all mixed-ability classes. It is on finding this approach unsatisfactory, that the author attempted to identify new materials for the mixed-ability class.

Banking on his familiarity with the use of film-based materials for language teaching, the author experimented with the use of materials related to authentic advertisements as a language learning activity in mixed-ability classes. This paper is a report of the experiment conducted.

The paper begins by looking at the nature of mixed-ability classes and the problems that such classes give the L2 teacher. The objectives of the study, the rationale for pitching on the skill of evaluation, the methodology and tools employed are also mentioned. Before concluding, the nature of the materials used and the findings of the experiment, will also be presented.

B: Related to Education

B 1. Paper entitled Problems in the Use of Information and Communication Technology at the NCTE sponsored State Consultation Meeting for Capacity Building of Teacher Educators at Calicut on 15th and 16th April 2005

Abstract

Progress of information and communication technology in the last twenty years has been rapid and dramatic. With the price of personal computers falling, more and more educational institutions around the world are acquiring this technology. Today ,teachers and students have the capacity to share information quickly and inexpensively.

No one denies that a visit to the Internet will show amazing technology and a fascinating storehouse of information. But many people do not realize that there is a kind of cultural invasion through the Internet. Frankly speaking ,there is much that is trivial, tasteless and inappropriate for the user of the Internet.

There are scores of problems, which need to be discussed and debated, and for which solutions have to be found. The misuse of information and communication technology can create problems which are physical, social, psychological and cultural. This paper attempts to highlight a few such problems

B 2. Paper entitled CCC for AAA: Tapping Creativity, Cooperation and Collaboration for Quality in Teacher Education at the Fifth State Convention and National Seminar of the Council for Teacher Education, Kerala State Centre at NSS Training College , Ottapalam on 13th & 14th October 2006

Abstract

Our educational system is showing signs of moving forward…Innovational instructional media are being widely adopted and have become an integral part of teaching.“ Technology has entered the classrooms as a support system in the form of television literacy and computer literacy, which includes WIRE, WEB, and WINDOWS leading to CONNECTIVITY, NETWORKING AND APPLICATIONS.” We have witnessed the launch of the Edusat, and the beaming of classroom instruction to every nook and corner of our country. Today, UGC-CEC is avidly engaged in training teachers in instructional design based method of packaging knowledge which will shortly be available in the virtual world. Universities too have started introducing ICT as a compulsory part of Teacher Education programmes.

Experienced educationists know that for any new programme (here ICT enabled Teacher Education) to be of value, Quality assurance should be ensured through appropriate steps right from the planning stage till the feedback stage. But what should be the nature of the input, process and output of ICT enabled Teacher Education? What involves in the Planning, Implementation, Monitoring, Supervising and Evaluation of an ICT integrated Teacher Education programme where Networking plays a key role? This paper attempts to answer these questions by drawing up a feasible plan for integrating ICT in Teacher Education programmes and suggesting ways of drawing the rewards of Networking.

The presentation begins by explaining the relevance of Networking in Teacher Education institutions and then goes on to suggest ways of drawing on the rewards of Networking by tapping Creativity, Collaboration and Cooperation. This will be followed by identification of ways of applying the CCC formula while deciding the Input, Process, Output and in the Planning, Implementation, Monitoring, Supervising and Evaluation stages of ICT enabled Teacher Education.

B 3.Paper entitled Think with Your Heart, Smile with Your head: Soft Skills @ Work at the National Conference on Progressive Advances in Constructive Pedagogy at BNV College of Teacher Education, Thiruvallam ,
Thiruvananthapuram on 10th and 11th May 2007

Abstract

Curriculum revisions in our country always takes in to consideration the need of the hour. On realizing that our students lacked Oral Communication Skills, most Universities while redesigning their Curriculum introduced teaching of Communication Skills. The introduction of Functional English, Communicative English and the opening up of Spoken English Coaching Centres both in the Public and Private sectors are evidence of the need based change that has set in since the 1990’s.

But the modern day employers are not just satisfied with Oral Communication Skills! They are looking for Soft Skills in their prospective employees. So, it has become imperative for Universities to train the students of today with Soft Skills.

What are Soft Skills? Why are they important? How can we introduce Soft Skills ? The paper will attempt to answer these questions . It is hoped that an understanding of this new concept can help practicing teachers to prune their own teaching to help learners develop necessary Soft Skills.

B 4. Paper entitled Blended Delivery : Integrating Communication Skills and ICT at the NAAC Sponsored National Seminar on Innovations in Teacher Education For Quality Enhancement at Peet Memorial Training College, Mavelikkara on 8th and 9th October 2007.

Abstract

Several efforts have been made to improve Teacher Education programmes in our country. The decision of the National Council of Teacher Education (NCTE) to make ICT Literacy a compulsory part of the Pre-service Course, is one such effort.

Communication of ideas and information is an inevitable role that a teacher has to perform. And in the changing global scenario, a communicatively competent person is held in great demand. Not surprisingly, many educational institutions in the country have started insisting on Communication Skills as a requisite qualification along with ICT skills for appointment of teachers.

ICT enabled Teacher Education programmes have already been introduced in several Universities. But the possibilities of exploiting the Computer or the Internet for developing Communication Skills is rarely attempted. This paper attempts to highlight the significance of Communication Skills and underscores the scope for blending Communication Skills and ICT. It also suggests ways of developing Communication Skills through ICT support . The author believes that such an integration can to an extent lead to Quality enhancement of Pre-service Training Programmes.

B 5. Paper entitled Pedagogic Grooming via Silver Screen at the Seminar on Changing Scenarios in Teacher Education at Government College of Teacher Education, Thiruvananthapuram on 26th & 27th October 2007.

Abstract

‘Modelling’ of teaching is an essential learning experience given to trainees prior to the Practice Teaching sessions for Pre-service training programmes.
Observation of Video Lessons of actual classroom teaching , Demonstration Lessons by the Teacher Educator / Resource Persons and Micro Teaching sessions are invariably employed for ‘modelling’. But the use of scenes from the Silver screen related to teaching for ‘modelling’ is seldom attempted.

This paper will focus on an innovative approach to ‘modelling’ viz; the use of materials from the Silver screen . It will report on the use of this approach in 2005-06 and 2006-07 in the Govt. College of Teacher Education , Calicut .

The presentation will begin by explaining the rationale for using material from the Silver screen for ‘modelling’. Then it will proceed to explain the procedure involved and highlight the unique advantages of such an approach to ‘modelling’ based on trainee response. The paper will conclude with a note of caution on the indiscreet use of this approach and will suggest possible solutions to overcome them .

The author, believes that this approach is worth emulating in Teacher Training Programmes in Kerala .

B 6. Paper entitled Nurturing MI Though Movies at the International Seminar on Cognitive Restructuring : Linking With classroom Competencies & Life Skills at N.S.S Training College , Changanacherry on 14th & 15th December 2007

Abstract

Gardner’s Theory of Multiple Intelligence (MI) has fascinated curriculum specialists and educationists all over the world. It has found a place in the recently revised Secondary and Higher Secondary curriculum in India too. So teachers today are forced to design the learning process in such a way that the content gives due importance to all the eight categories of intelligence identified by Gardner. But Curriculum transaction in almost all the states in the country, is heavily text-dependent. This has made the transaction of the content in a way that helps the learner express his intelligence in multiple ways an intricate task even to an experienced teacher.

According to the famous culture critic Henry Giroux , movies are "powerful pedagogical forces, veritable teaching machines in shaping the social imaginations of students in terms of how they view themselves, others, and the larger society." Educators in a number of disciplines have used the movies for innovative teaching.
The author believes that it is high time that teachers gave up their slavish dependence on text books alone for instructional purposes. The entertainment value of movies, and its wide variety which lends itself to illustration of the content of instruction has prompted the author to explore the possibilities of using movies for nurturing Multiple Intelligence. In this paper, an attempt will be made to exploit an English film based on the famous Russian novel, Anna Karnena to identify suitable tasks for developing MI.

B 7. Paper entitled Interpolating Films For Packaging Soft Skills at the International Conference on Quality Enhancement in Educational Communication at Bharathidasan University, Thiruchirapalli, India on 29th &30 March 2008

Abstract

In today’s competitive world, organizations are on the look out for outstanding performers. Employees in several organizations have begun to realize that Technical Skills alone don't lead to recognition, promotion and most importantly opportunity. Technical Skills are important but so are Soft Skills.

Soft skills, teach one to succeed, and to exceed expectations and so, many educational institutions have started giving attention to developing Soft Skills in their students. So far in our country, teachers have been using conventional text-based materials in many learning situations. The current demand for Soft Skills in job aspirants by employers have prompted many Universities to chalk out programmes for developing Soft Skills in students studying at the Under Graduate level.

The area being relatively new, training materials on developing Soft Skills are not easily available. The use of clips from Feature Films for teaching Soft Skills is yet unexplored. This paper aims at helping teachers develop innovative learning experiences on Soft Skills by interpolating films. This paper presents a feasible plan for packaging Soft Skills by interpolating films. The author believes that, it is one way of ensuring quality in distribution of knowledge on Soft Skills.

The paper begins by highlighting the significance of Soft Skills and goes on to briefly mention agencies involved in Soft Skills training. After making a reference to attempts at teaching through films, it proceeds to illustrate ways of interpolating films for packaging Soft Skills. Before concluding, some guidelines are provided for both packaging materials and using film material via satellite which could create issues related to the Copy Right.

B 8. Paper entitled Digital Age Artistic Excursions For Pre-service Quality Enhancement at the national seminar on Implications of National Curriculum Framework 2005 on Teacher Education at St. Gregorios Teachers’ Training College, Wyanad on 23rd April 2008

Abstract

For over a decade Quality has been the buzz word in Education. The quest for Quality has led educational institutions to reap the fruits of technological advances. And ways of ensuring Quality, through ICT-enabled Teacher Education programmes have been attempted in several States.
Art as Annie Besant puts it “is the international language , in which mind can speak to mind, heart to heart, where lips are dumb”. Given the fact that, what teachers mostly do, is communicate, can any discussion on Quality or Education, afford to ignore issues related to Art in general and Art Education in particular? The National Curriculum Framework (2005) has also noted with concern the poor attention given to Art Education!
The executive summary of the NCF reads “Art as a subject at all stages is recommended, covering all four major spheres, i.e. music, dance, visual arts and theatre. The emphasis should be on interactive approaches, not instruction, because the goal of art education is to promote aesthetic and personal awareness and the ability to express oneself in different forms. The importance of India’s heritage crafts, both in terms of their economic and aesthetic values, should be recognized as being relevant to school education.

Though Art Education has already found a place in BEd programmes elsewhere, we in Kerala are yet to introduce it. This paper will attempt to present a feasible plan for enhancing Quality of Pre-service trainees through artistic excursions appropriate for the Digital Age.

B 9. Paper entitled Linguistic Reconstruction of Digital Images : An Innovative Approach to Language Enrichment at the National Seminar on Inroads Into Constructivist Pedagogy at Devakiamma Memorial Teacher Education College on 7th & 8th Aug 2008

Abstract

Using pictorial aids in language teaching , we know, has a lot of advantages . But when education is subsidized and free text books are liberally supplied for learners, visuals, especially colour images which have the unique ability to draw the attention of learners cannot be included profusely owing to the enormous expenditure it is likely to incur.

The internet we know is a mine field of resources especially for free downloadable images. Unfortunately, both curriculum specialists and teachers alike have often over looked its potential advantages. In this paper, an attempt will be made to illustrate one way of adapting downloaded images from the internet for developing linguistic ability in a classroom following Constructivist ideology. It illustrates how digitally altered images can serve as springboards for linguistic reconstruction- an activity appropriate for the digital age leading to language enrichment.

B10. Article entitled Literacy Sans Visual Culture !... Sifting Paradigms To The Aid
at the CTE Seventh State Convention & National Seminar on
Beyond Constructivism: Exploring Future Learning Paradigms at Govt College
of Teacher Education, Kozhikode on 5th and 6th December 2008

Abstract
Shifting paradigms fostering Constructivist thinking, Critical Pedagogy and Issue Based Curriculum advocated for schools in Kerala is no doubt a welcome change. This very seminar too has whole heartedly assumed that “…the learner’s active involvement in his own education and his grappling with and resolution of the problems would determine his learning.” But, can an all encompassing education afford to ignore issues related to visual culture? How long can we ignore the fact that the stream of images and contexts presented by the media, particularly television, shapes the identity of children and the youth? Should we really rack our brains for identifying still effective learning paradigms or has the time come for sifting existing paradigms?

This paper attempts to present a more meaningful learning paradigm arrived at by sifting existing paradigms. It squarely addresses issues related to pruning visual culture, by incorporating into the curriculum a grossly neglected, but potentially vibrant area, viz; Media Studies, which is already popular in the west. A workable strategy for nurturing visual culture based on incorporation of time tested instructional strategies is also presented. This, the author believes is what the digital age demands…for, ‘as the wind blows you must get your sail.’

B 11 Paper entitled Marshalling Student Capability Through Knowledge-Centric Web Critiquing- A Study at the UGC sponsored National Seminar on Capability Building in Students: Concerns and Challenges of Teacher Education at Sree Narayana Training College, Nedunganda, Varkala on 26th & 27th March 2009.

Abstract

For those joining the teaching profession, it has become imperative to acquire the ability to exploit the potential of ICT. Naturally, the time has come for teacher trainers to not only talk about ICT in the class room but also model best practices in ICT for student capability building.

But most universities in Kerala follow an assessment criteria for ICT that merely requires the submission of a Power Point presentation on CD-ROM as Practical work by the trainees. This has prompted trainees to approach local experts to produce on their behalf a Power Point presentation for submission for their BEd Degree Practical Examination. Needless to say, that this defeats the very objective of ICT–enabled learning and in no way contributes to student capability building!

In an attempt to make ICT-enabled learning truly enhance trainees’ knowledge, skill and understanding, the author conducted a study on trainees of the Govt. College of Teacher Education, Calicut during three academic years.

This paper is a report of the study conducted in which the trainees had to report on websites which they visited, share opinions and ideas regarding its potential. The rationale for conducting the study, the objectives, the methodology followed and a brief analysis of student performance will be presented.

The findings of the study conducted during the three academic years: 2005-06, 2006-07 and 2007-08 show, how knowledge-centric web critiquing has the potential for marshalling student capability. It essentially addresses one of the objectives of this seminar - identifying ways of instilling “qualities and capabilities among prospective teachers so as to be utilized for accelerating the wholesome development of future citizens.”

B 12 Paper entitled Pruning and Publishing Student Writing at the NAAC sponsored Two Day National Workshop on Best Practices in Higher Education, organized by Loyola College of Social Sciences, Trivandrum on 18th and 19th July 2009

Abstract
Curricular aspects and Best Practices play a significant role in improving the Quality of Higher Education. Realizing the importance, the Government College of Teacher Education, Calicut, introduced several Best Practices prior to the NAAC Peer Team visit to the college for accreditation in 2008.

This paper gives a detailed description of one of the Best Practices followed in the college, namely ‘Pruning and Publishing Student Writing’. – A Practice which received accolades from the NAAC Peer Team and the community.
The paper begins by making a reference to some of the Best Practices followed in the college for the last couple of years. Next the objective, significance and step by step detail of the procedure followed in executing the Best Practice is given. Before concluding, suggestions regarding the next phase of the Best Practice is given.

The paper reveals how the Best Practice actually helped the target group, the students in general and the college in particular. There is an affirmation that this Best Practice is more an Innovative Practice. It is perhaps a practice other colleges can easily emulate!

B 13 Paper entitled ‘Kanavu’…Swan Song For Alternative Schooling?–An Investigation at the International Seminar cum Eighth Annual Convention of Council For Teacher Education, Kerala State Centre on Development Education : Paradigms For Twenty First Century Teachers organized by the Department of Education, University of Kerala, Thiruvananthapuram at the Institution of Engineers (India) Hall, Thiruvananthapuram on 30th and 31st Oct 2009

Abstract

The Wikipaedia entry on Kanavu reads : “an alternative school/commune in Cheengode in Nadavayal village, Wayanad district, Kerala, India set up by writer, activist and film director K. J. Baby. The school's activities include performances of traditional plays and music, as well as martial arts (Kalarippayattu) training. During the year 2007 the Kanavu was registered with the students of kanavu as a trust, and they have taken over the charges”.

A popular documentary produced in Malabar by a few educationists attempted to eulogize the existence of Kanavu. Recently the web site of a tour organizer found in ‘Kanavu’ a soul-stirring spot in pristine settings! The repeated focus on projecting ‘Kanavu’ as a novel venture, prompted teacher educators from a college in Calicut to make a journey to Kanavu to investigate those aspects which make Kanavu unique.

A group of four teacher educators armed with Note Pads, a Still Camera, a Tape Recorder and a Video Camera during its one day stay in Kanavu and its locality, investigated and documented its programmes.

The investigation revealed some unsavory truth that lisps the swan song of alternative schooling in God’s Own Country! This presentation is in tune with the seminar’s objective of “generating a solidarity among teachers” and “promoting human sustainable development”. It is hoped that the presentation will prompt a few concerned teachers to act.

ELT/Education Abstracts

Wednesday, August 22, 2007

Abstracts of Presentations at Conferences/Seminars

Projects/Dissertations as on August 2007

Blog Archive

About Me