ELT/Education Abstracts

Abstracts of papers presented by Dr.Chandrasekharan Praveen

2007-08-22T10:41:00.000-07:00

Lastupdated 21 January 2012

A: Related to ELT
B: Related to Education

A: Related to ELT

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

Abstract

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

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

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

It is proposed to begin the presentation by stating the rationale for usingvideo. 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 thepotential of the video for communicative activities. It also explores thepossibilities of tapping the knowledge of one’s mother-tongue in the learningof English through participative group work.

A 2. Paper entitled CLT Through Teacher-made Video at the UGCsponsored National Seminar on Innovative Techniques to Aid Performance inEnglish as Second Language at Farook Training College, Kozhikode on 15th and16th July 2005

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

In this presentation , an attempt will be made to demonstrate the use of anunsophisticated and inexpensive video for Communicative Language Teaching(CLT). First, an issue related to CLT in India will be highlighted. Then, therationale for using video will be given. Mention will be made of the nature ofthe video used before concluding with a demonstration of the teacher-madevideo.
It is hoped that this presentation will initiate inexperienced teachers ofEnglish 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 torefine and question the methodology involved.

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

Abstract

In the context of a global society, and especially since the opening of theIndian markets to foreign investments competence in the use of English hasbecome the passport not only to higher educational opportunities but also forbetter economic gains. The emphasis now in schools is to acquire languageskills 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 learningprogrammes.

Teaching materials play a significant role in fulfilling learner’s expectationsin the English language classroom. But most materials in the Indian situationtends to reflect a dependency culture. Both the student and the teachers innon-urban areas seldom do anything in the General English course withoutreference to the prescribed textbook. Sadly enough it has been found thattext-based teaching materials rarely generate learning interest. TeachingCommunicative English, the author believes demands a shift in the role to theteacher. He/ she has to be a Materials Producer, resourceful enough to providesuitable learning materials for communicative tasks.

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

So this paper in addition to affirming the role of the teacher as MaterialsProducer goes on to demonstrate the possibilities of using paintings downloaded from the Internet as Communicative - task materials. Through this theauthor 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 ELTIssues in God’s Own Country at the UGC sponsored National Seminar onDecolonizing the English Classroom –Studies in Perspective at GovernmentCollege,
Madappally on 28th &20th August 2006

Abstract

When the British left India, as in other newly independent countries, Englishwas taught as a Second language. Thanks to the three-language formulaimplemented by the Departments of Education, the marginalization of Indianlanguages was largely checked.

In recent years a diligent team of Resource Persons at the State Council forEducational Research and Training (SCERT) in Kerala , ‘God’s Own Country’, havebeen attempting to hoist the local ELT sail to suit the wind they perceive. Buthave they perceived it right? Are they in their preoccupation for fruitfulsailing, 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 theissues which he confronted while associating himself with teaching and curriculumdesign of primary, secondary and tertiary level ELT syllabuses.

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

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

Abstract

Experienced English Language teachers know that instructional materials play apertinent role in generating language. Even the very quality of classroominteraction in an acquisition poor environment is dependent on the materialused. But sadly enough the English Language Courses offered in many educationalinstitutions in the country centres around prescribed Text books which seldomgenerate learner interest.

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

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

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

A 6. Paper entitled Communicative Skills at the inauguralfunction of the English Association of MES Keveeyam College Valancherry on 4thDec 2006

Abstract

The spectrum of communication in contemporary society defies descriptionbecause of the immense variety and range of its components. Communication, weknow maintains and animates life.

The presentation begins by defining communication and goes on to brieflydiscuss its characteristics . It shows how communication is an expression ofsocial activity and civilization, leads people from instinct to inspiration andcreates a common pool of ideas. The presentation also demonstrates how at everyturn , the degree of success in communication could be hailed or deploreddepending on the individuals ability or inability to skillfully utilizing andexercising his or her skill at communication. The author also makes a referenceto the term ‘skill’ and attempts to elaborate the term ‘Communication Skills’.

A 7. Paper entitled Art beat via Cyber CLT: An Aesthetic Dimension toELT at the Second International and 38th ELTAI Annual Conference at BSACrescent 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 elementused for language learning can help rivet the attention of the learners. Butsadly enough the instructional materials used today for teaching English inIndia rarely uses material related to art nor makes use of colourful visuals.

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

A 8. Paper entitled Language Generation Using Films at theNational Conference on Innovative Approaches and Techniques of Teaching Englishat 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. Thevisual element is rich with non-verbal clues which can aid students’ comprehension.Perhaps the greatest advantage to which film can be used is for generatinglanguage.

This paper explores the possibility of language generation using a clippingfrom a film.The task oriented activity which follows the viewing of the filmwill 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 printedtext and audio recordings to generate language. Though the main focus in thepaper is on affirmation of the potential of the film medium for generation oflanguage, a reference will be made about the problems one is likely to facewhile using films for language generation.

A 9 . Paper entitled Linguistic Tasks & PC Generated Film Clipsto aid HR Education at the International Conference on New & EmergingTechnologies 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 practiceand
experience Human Rights behaviour. Topics related to Human Rights areinvariably included in the General English text books prescribed for study atthe Secondary level but, the present generation of learners are in the habit ofwatching films and they prefer watching films to reading! Hence the introductionof Human Rights topics in the English text books rarely turns out to be afruitful teaching encounter.

The paper will attempt be to familiarize readers with ways of transacting HumanRights issues using select film clippings generated through a PC. It is hopedthat such a procedure will help in infusing and practicing HR behavioureffectively in the English classroom.

A 10. Paper entitled 1 + 1 = 3 : Nurturing Creativity in the ESLClassroom 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. Withthe support of Multi-media tools , there is tremendous scope for exploitingFeature films for developing creative language use.
One added to one should make two…. not three! But one short film clip conveyinga coherent theme when added to another short film clip with another coherenttheme, by applying the ‘splicing technique’ employed by film editors, wouldgive, not two themes , but a third coherent theme!! How is this possible ? Howcan such a technological gimmick help in developing creativity in the ESLclassroom?... 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 toidentify one major avenue thrown open by the advent of Digital age technologyviz; Non-linear Editing. This will be followed by an attempt to illustrate theways of interpolating film clips for creative language use in the ESLclassroom. The paper concludes by providing suggestions for proper use of filmsto nurture creativity – an activity which has the potential for teachersengaged in the activity to experience life-long learning!

A 11. Paper entitled Pic Tasks For Chit Chat at the NationalConference on Task Based Learning for Communicative Competence organized by theDepartment 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 thousandwords”. Whether students are visual learners or not they will all benefit fromthe use of pictures. Pictures have an irresistible quality – that of attractingour 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 forthe common man. The birth of Search Engines with features that help narrow searchresults to ‘web’ ‘images’ etc has made it comparatively easy to download theexact type of picture we need. Further, there are plenty of web sites thatpermit free downloading of pictures. In short there is an untapped gold mine ofpictures out there in the virtual world for teachers to exploit for languageteaching.

But what type of downloaded images can serve as reference points for chit chatin the classroom? How can teachers exploit images for developing communicationskills? What procedure should teachers follow for involving students inlanguage generation activity using pictures? How can teachers produceimage-based materials that serve as an excellent tool for communicativeactivities? … These are some of the questions this paper attempts to answer.The author also intends to share his experience of using linguistic tasks basedon pictures for students at the Under Graduate level.

A 12. Paper entitled Emerging Literacies vis-à-vis ELT: AConstructivist Reformulation of the Film-Litt. Pedagogy at the NationalSeminar on Literature, Language, Communication at Pondicherry University on27th &28th March 2008

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

Educational theorists emphasize the importance of connecting student knowledgewith college knowledge. Even recent brain research supports this pedagogicalapproach. One way of achieving this is by selecting a film based on a literarytext , that relates to the students, connects to their schemata, and engagesthem with its story. If the chosen media-supported literary text, strongly fitswithin 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 thestudents think about the film and the literary text critically, expresses theiropinions orally, and writes profusely about select aspects of the film and theliterary text.

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

Such an integration demands a novel approach to curriculum design . Perhaps themost appropriate approach could be Constructivism- with its emphasis on theindividuals actively constructing knowledge by working to solve problems, usingDiscovery learning techniques including predicting of narratives, involving inProject-based learning and Collaborative learning and of course the developingof Critical Thinking skills by basing the chosen film-based text on thelearners’ schemata.

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

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

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

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

As part of the study, the trainees were initially familiarized with the use ofCommunication Technology and later encouraged to use E-mails to communicate andBlogs to publish their work. How did it help the trainees to develop their L2competence? What were the consequences of the shift in teaching strategy? Thispresentation will attempt to answer these questions.

The paper begins by presenting the background of the study and goes on tohighlight 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 theteacher educator / trainees is mentioned. Before concluding, it states how theapproach followed benefited the trainees and the college in which the study wasconducted. Areas for further study are also suggested.

A 14. Paper entitled Glocalizing ELT in the Time of Postmodernism atthe National Seminar on Postmodern Pedagogies for the Emerging Global Societyat Sahodaran Ayyappan Memorial College of Education, Poothotta, Ernakulam on18th and 19th May 2009

Abstract

Everything around the world is in a constant state of flux. We have witnessedmodernism, globalization, liberalization and now postmodernism. All these havehad profound effects on existing educational structures, and even on EnglishLanguage Teaching (ELT) . Debates rage in several corners of the world accusingELT practitioners of promoting British language and culture, and of aiding theimposition of a Western liberal capitalist ideology.

So, what kind of ELT should we render in the time of Postmodernism in ‘God’sOwn Country’? This paper is an attempt to present a ‘glocal’ ELT which will beacceptable 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 ofthe 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 thepresentation.

A 15. Paper entitled Twitter for ELT...A Web 2.0 Fad? at the UGCSponsored State Level Seminar on Implications of Novel Technological Approachesin Education at Titus II Teachers College, Tiruvalla on 9th & 10th July2009

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 Microbloggingfacility, Twitter though only three years old is no exception. English Languageteachers are keen on exploiting Twitter as a language teaching tool. But willit really help in English language teaching ( ELT) ... or is it likely to endup as just another fad?

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

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

Abstract

Teaching mixed ability groups have always been problematic. Tackling studentsof mixed levels, of mixed learning ability, or even both, teachers agree, is noeasy task.

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

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

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

A 17. Paper entitled Animations To Animate Language Use at theInternational Seminar on Innovations in English Language Teaching organized bythe Centre For English Language Teaching and Government College For Women,Thiruvananthapuram on 26th July 2010

Abstract
Contemporary language pedagogy emphasizes the use of authentic materials toteach language. The last decade witnessed the production and publication ofnumerous books drawing on popular animated classics for language teaching. Suchmaterials targeted a wide range of learners from advanced novice tointermediate. Most of those books were accompanied by video/ CD-ROM whichprovided interesting exercises in language skills and were even seen as a springboard for the discussion of foreign cultures.

Our historic interest in using animations has been in employing animated filmsbased on a story line for performing language tasks for different levels oflearners. This presentation explores the inverse process, namely generatingtext from individual animated figures, gifs or a piece of sustained animatedsequence.

The key to generating language in this innovative approach, the authorbelieves, lies in making learners create semantic meaning on their own, toperform language tasks built around single, double or a cluster of animatedgifs. This presentation will begin by providing a brief review of the use ofanimations in language teaching and move on to explain the innovative approachto using animated gifs to generate language use. Sample language learning taskswill be presented. Before concluding some tips for using animations to animatelanguage use will also be provided.

A 18. Paper entitled The CQC Text - An Innovative Approach To PruningFuture Jurists at the Fifth International and Forty-first Annual ELT@IConference, organized by the Department of English, Anna Adarsh College forWomen, Anna Nagar, Chennai from 5th to 7th August 2010.

Abstract

This paper is a report of an experimental study conducted in the National LawSchool of India University, (NLSIU) Bangalore. The Language Proficiency Coursematerial in use in the institute was modelled on the English for AcademicPurposes (EAP) materials. But it was found that the materials failed to evokeany interest in the students and were unsuitable for pair or group work.

Given the fact, that the students of NLSIU will in future be arguing cases incourts of law, the investigator thought it best to use language learningmaterials which will help them in their career. The Cartoon-Quotation-Coupling(CQC) text which the investigator prepared were tested on the particularlybright students of NLSIU. The results were very positive. The collaborativelearning task gave students an opportunity to engage in discussion, takeresponsibility for their own learning and become critical thinkers. The paperwill provide information about the CQC text and the methodology employed. Thisinnovative approach to pruning future jurists using the CQC text, can be used byteachers to develop the skill of arguing.

A 19. Paper entitled Ad’s, MI & ELT: An ICT Enabled Integration atthe International Conference on ELT: Pedagogical Strategies in the 21stCentury, organized by UGC-SAP, Institute of English & Centre for EnglishLanguage Teaching, University of Kerala 3-4 Feb 2011

Abstract

Using advertisements for pedagogical purposes is not something new. Access tothe Internet and the explosion of media-based materials have made it possiblefor teachers to download online resources like TV commercials from a variety ofsources.

A well crafted TV commercial, is visually and linguistically memorable, withcatchy music, song, slogans and images.But studies have shown that there isvery little exploitation of the fascinating uses of language and visualelements of advertisements.

This paper attempts to suggest an innovative approach to usingadvertisements-TV commercials in particular, for integrating English LanguageTeaching (ELT) and Multiple Intelligence (MI) through Information andCommunication Technology (ICT). The focus is on recreating commercials throughICT tools which necessitate the marshalling of the learners’ MI related skills.

The paper begins by listing down the features of advertisements that make itsuitable for teaching language. The scope for employing ICT for creatingadvertisements that nurture the MI of learners are identified. While specifyingthe procedure for integrating ad’s, MI and English Language Teaching (ELT), therole of the teacher, the learner and evaluation strategy for the final productare also stated.

It is hoped that this innovative approach to ELT, if used properly can enhancea whole gamut of learner competencies through a pedagogic strategy appropriatefor the 21st century.

A 20. Paper entitled A Survey Probing Qualities Essential ForTeachers of English and its Implication for Teacher Education at the UGCsponsored National Seminar on Learning To Be: Problems And Prospects TowardsDevelopmental Education at S.N.Training College, Nedunganda, 18-19 March 2011

Abstract

Social Scientists are fairly familiar with the theory that everything around usis in a state of flux. If this be true, won’t changing times require a changingpedagogy? How often have we come across reports in the Media of the occasionalfailure of the teaching community to address developmental problems ofchildren!

English Language Teacher Training programmes like the programes designed forScience and Mathematics have Educational Psychology as a compulsory paper. But,a survey conducted recently by the researcher on practising College Lecturershave shown that the qualities essential for teachers of English in colleges areones hardly addressed by any teacher training programme!

This paper sheds light on some startling responses given by a set of highlymotivated teachers of English. The paper begins by providing a brief backgroundof the study and goes on to state the procedure employed for collecting thedata. A detailed list of the qualities which the respondents found to beessential for teachers of English is provided. The paper concludes by listingdown the implications of the survey and suggests ways of addressing the lacunaof our teacher training programmes. The suggestions include the introduction ofa proper Developmental Teacher Education programme and need-based In-serviceprogrammes.

A 21. Paper entitled Transforming Digital Language Labs: Report of anInnovative Venture at the VI International and 42nd Annual ELTAI Conferenceon Teacher Development at VIT University, Vellore. 16 to 18 June 2011

Abstract

When the Digital Language Lab was introduced in India, everyone thought thatthe perfect solution for a burgeoning student population keen on acquiring agood pronunciation have finally been found. But the hard reality was difficultto swallow. In several colleges, the initial euphoria in students to donheadphones and listen to native accents in the drill mode, simply waned! Soon,the facilities of the Language Lab turned out to be underutilized. In fact,what was proposed by language experts as a boon albeit huge investments forsetting up the lab, turned out to be a complete waste!

This paper is the report of an initiative undertaken by a committed teacher ina government Arts and Science college to put to effective use the DigitalLanguage Lab installed in the college. The description in the paper will offerinsights on how an innovative, internet and computer-based, student-specificteaching programme of great value can be put in place, conducted andsuccessfully implemented for three years.

A 22. Paper entitled Visual Prompts to Nurture WritingSkills –A Study at the National Conference on Emerging Trends inArts and Science organized by the Nesamony Research Forum, Nesamony Memorial Christian College,Marthandom, Tamilnadu, October 2011

Abstract

Teachers of language are particularly concerned with thedevelopment of Productive Skills instudents viz; Speaking and Writing. Apopular saying in academic circles reads: “A good picture can tell a thousand words”. To Linguists, words are the back bone ofthought. If this be true, can a fruitfulgeneration of words in students using visual prompts lead to an improvement in the writing skillof students? A study undertaken by the researcher on groups of students at theHigher Secondary and Under Graduate level has found that if visualprompts are employed, students can enhance their writing skills. This paper isa brief report of the study.

The paper begins byproviding the background regarding common teaching practices for nurturingWriting Skills. Details about the sample chosen, the rationale for usingvisuals, the methodology involved andthe findings of the Study are also given.

It is hoped that the presentation will giveample food for thought to researchers ingeneral and teachers of language in particular. The highlight of thepresentation will be the Visuals- both Still and Moving which generateslanguage, prompting improved WritingSkills.

A 23. Paper entitled A Net-based strategy for empoweringrural learners at the National Seminaron ELT organized by ELTIF and S.N. College of Education, Mahe on 13 and 14 January 2012

Abstract

Thinkingskills are the foundation of high achievement. Today, in language learning, thinking has assumed great significance. However, ELT activitiesin classrooms, particularly in rural areas, focus only on providing a limitedknowledge of English.

Digitaltechnology has made available to teachers of English, an array of tools toenhance thinking skills. The Internet, we know is a treasure house of visualresources. If students are introduced to visuals related to textual content, itis possible to stimulate criticalthinking and creative thinking.

Thispaper is a attempt to illustrate ways of fostering thinking skills inresource-starved rural institutions using visual resources downloaded fromthe Internet. The strategy to befollowed in the classroom while using such visuals, the ways of fusing text,thought and image will be stated. It is hoped, that if properly used suchtechnology-based pedagogy can go a long way in empowering our rural learnersby developing their linguistic competence and capacity to think.

B: Related to Education

B 1. Paper entitled Problems in the Use ofInformation and Communication Technology at the NCTE sponsored StateConsultation Meeting for Capacity Building of Teacher Educators at Calicut on15th and 16th April 2005

Abstract

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

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

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

B 2. Paper entitled CCC for AAA: Tapping Creativity, Cooperation andCollaboration for Quality in Teacher Education at the Fifth StateConvention and National Seminar of the Council for Teacher Education, KeralaState Centre at NSS Training College , Ottapalam on 13th & 14th October2006

Abstract

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

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

The presentation begins by explaining the relevance of Networking in TeacherEducation institutions and then goes on to suggest ways of drawing on therewards of Networking by tapping Creativity, Collaboration and Cooperation.This will be followed by identification of ways of applying the CCC formulawhile 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: SoftSkills @ Work at the National Conference on Progressive Advances inConstructive 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 ofthe hour. On realizing that our students lacked Oral Communication Skills, mostUniversities while redesigning their Curriculum introduced teaching ofCommunication Skills. The introduction of Functional English, CommunicativeEnglish and the opening up of Spoken English Coaching Centres both in thePublic and Private sectors are evidence of the need based change that has setin since the 1990’s.

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

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 anunderstanding of this new concept can help practicing teachers to prune theirown teaching to help learners develop necessary Soft Skills.

B 4. Paper entitled Blended Delivery : Integrating CommunicationSkills and ICT at the NAAC Sponsored National Seminar on Innovations inTeacher 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 ourcountry. The decision of the National Council of Teacher Education (NCTE) tomake ICT Literacy a compulsory part of the Pre-service Course, is one sucheffort.

Communication of ideas and information is an inevitable role that a teacher hasto perform. And in the changing global scenario, a communicatively competentperson is held in great demand. Not surprisingly, many educational institutionsin the country have started insisting on Communication Skills as a requisitequalification along with ICT skills for appointment of teachers.

ICT enabled Teacher Education programmes have already been introduced inseveral Universities. But the possibilities of exploiting the Computer or theInternet for developing Communication Skills is rarely attempted. This paperattempts to highlight the significance of Communication Skills and underscoresthe scope for blending Communication Skills and ICT. It also suggests ways ofdeveloping Communication Skills through ICT support . The author believes thatsuch an integration can to an extent lead to Quality enhancement of Pre-serviceTraining Programmes.

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

Abstract

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

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

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

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

B 6. Paper entitled Nurturing MI Though Movies at theInternational Seminar on Cognitive Restructuring : Linking With classroomCompetencies & Life Skills at N.S.S Training College , Changanacherry on14th & 15th December 2007

Abstract

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

According to the famous culture critic Henry Giroux , movies are "powerfulpedagogical forces, veritable teaching machines in shaping the socialimaginations of students in terms of how they view themselves, others, and thelarger society." Educators in a number of disciplines have used the moviesfor innovative teaching.
The author believes that it is high time that teachers gave up their slavishdependence on text books alone for instructional purposes. The entertainmentvalue of movies, and its wide variety which lends itself to illustration of thecontent of instruction has prompted the author to explore the possibilities ofusing movies for nurturing Multiple Intelligence. In this paper, an attemptwill be made to exploit an English film based on the famous Russian novel, AnnaKarnena to identify suitable tasks for developing MI.

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

Abstract

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

Soft skills, teach one to succeed, and to exceed expectations and so, manyeducational institutions have started giving attention to developing SoftSkills in their students. So far in our country, teachers have been usingconventional text-based materials in many learning situations. The currentdemand for Soft Skills in job aspirants by employers have prompted manyUniversities to chalk out programmes for developing Soft Skills in studentsstudying at the Under Graduate level.

The area being relatively new, training materials on developing Soft Skills arenot easily available. The use of clips from Feature Films for teaching SoftSkills is yet unexplored. This paper aims at helping teachers developinnovative learning experiences on Soft Skills by interpolating films. Thispaper presents a feasible plan for packaging Soft Skills by interpolatingfilms. The author believes that, it is one way of ensuring quality indistribution of knowledge on Soft Skills.

The paper begins by highlighting the significance of Soft Skills and goes on tobriefly mention agencies involved in Soft Skills training. After making areference to attempts at teaching through films, it proceeds to illustrate waysof interpolating films for packaging Soft Skills. Before concluding, some guidelinesare provided for both packaging materials and using film material via satellitewhich could create issues related to the Copy Right.

B 8. Paper entitled Digital Age Artistic Excursions For Pre-serviceQuality Enhancement at the national seminar on Implications of NationalCurriculum 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 forQuality has led educational institutions to reap the fruits of technologicaladvances. And ways of ensuring Quality, through ICT-enabled Teacher Educationprogrammes have been attempted in several States.
Art as Annie Besant puts it “is the international language , in which mind canspeak to mind, heart to heart, where lips are dumb”. Given the fact that, whatteachers mostly do, is communicate, can any discussion on Quality or Education,afford to ignore issues related to Art in general and Art Education inparticular? The National Curriculum Framework (2005) has also noted withconcern the poor attention given to Art Education!
The executive summary of the NCF reads “Art as a subject at all stages isrecommended, covering all four major spheres, i.e. music, dance, visual artsand theatre. The emphasis should be on interactive approaches, not instruction,because the goal of art education is to promote aesthetic and personalawareness and the ability to express oneself in different forms. The importanceof India’s heritage crafts, both in terms of their economic and aestheticvalues, should be recognized as being relevant to school education.

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

B 9. Paper entitled Linguistic Reconstruction of Digital Images : AnInnovative Approach to Language Enrichment at the National Seminar onInroads Into Constructivist Pedagogy at Devakiamma Memorial Teacher EducationCollege 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 forlearners, visuals, especially colour images which have the unique ability todraw the attention of learners cannot be included profusely owing to theenormous expenditure it is likely to incur.

The internet we know is a mine field of resources especially for freedownloadable images. Unfortunately, both curriculum specialists and teachersalike have often over looked its potential advantages. In this paper, anattempt will be made to illustrate one way of adapting downloaded images fromthe internet for developing linguistic ability in a classroom followingConstructivist ideology. It illustrates how digitally altered images can serveas springboards for linguistic reconstruction- an activity appropriate for thedigital age leading to language enrichment.

B10. Paper entitled Literacy Sans Visual Culture !... SiftingParadigms 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 andIssue Based Curriculum advocated for schools in Kerala is no doubt a welcomechange. This very seminar too has whole heartedly assumed that “…the learner’sactive involvement in his own education and his grappling with and resolutionof the problems would determine his learning.” But, can an all encompassingeducation afford to ignore issues related to visual culture? How long can weignore the fact that the stream of images and contexts presented by the media,particularly television, shapes the identity of children and the youth? Shouldwe really rack our brains for identifying still effective learning paradigms orhas the time come for sifting existing paradigms?

This paper attempts to present a more meaningful learning paradigm arrived atby sifting existing paradigms. It squarely addresses issues related to pruningvisual culture, by incorporating into the curriculum a grossly neglected, butpotentially vibrant area, viz; Media Studies, which is already popular in thewest. A workable strategy for nurturing visual culture based on incorporationof time tested instructional strategies is also presented. This, the authorbelieves is what the digital age demands…for, ‘as the wind blows you must getyour sail.’

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

Abstract

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

But most universities in Kerala follow an assessment criteria for ICT thatmerely requires the submission of a Power Point presentation on CD-ROM asPractical work by the trainees. This has prompted trainees to approach localexperts to produce on their behalf a Power Point presentation for submissionfor their BEd Degree Practical Examination. Needless to say, that this defeatsthe very objective of ICT–enabled learning and in no way contributes to studentcapability 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 reporton websites which they visited, share opinions and ideas regarding itspotential. The rationale for conducting the study, the objectives, themethodology followed and a brief analysis of student performance will bepresented.

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 thepotential for marshalling student capability. It essentially addresses one ofthe objectives of this seminar - identifying ways of instilling “qualities andcapabilities among prospective teachers so as to be utilized for acceleratingthe wholesome development of future citizens.”

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

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

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

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

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

Abstract

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

A popular documentary produced in Malabar by a few educationists attempted toeulogize the existence of Kanavu. Recently the web site of a tour organizerfound in ‘Kanavu’ a soul-stirring spot in pristine settings! The repeated focuson projecting ‘Kanavu’ as a novel venture, prompted teacher educators from acollege in Calicut to make a journey to Kanavu to investigate those aspectswhich make Kanavu unique.

A group of four teacher educators armed with Note Pads, a Still Camera, a TapeRecorder 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 ofalternative schooling in God’s Own Country! This presentation is in tune withthe seminar’s objective of “generating a solidarity among teachers” and“promoting human sustainable development”. It is hoped that the presentationwill prompt a few concerned teachers to act.

B 14. Paper entitled Coupling Visual Learning & Visual Culture :Paradigm For A Changing World at the International Conference onAdaptability and Responsiveness in Teacher Education organized by theGovernment College of Teacher Education, Thiruvananthapuram, on 18th and 19thJune 2010

Abstract

Learners, particularly adolescents, grow up in a culture, where most of theirinformation and entertainment comes through the visual media. Studies haveshown that the meaning one gets from a particular visual experience may not bethe same to another. In fact, many grapple with the meaning of objects andevents that is being depicted in the world visually. From a pedagogicperspective it can be stated that visual experiences are theoretically open toa wide set of interpretations. This implies that we need to prune the learnersof today to deal properly with the pluralistic meanings which visualexperiences give.

In this paper, the author presents a few teacher-made tasks based on theproposed paradigm. The moving-cum-still visual material, prepared using filmclips, photographs and cartoons aims at nurturing visual learning skills. Whatmakes them unique is that it also develops in the learner, the ability to focuson the cultural meaning rather than aesthetic value. The tasks are not subject/discipline-specific and has the ability to draw the attention of learners withwidely different learning interests. The author affirms that the coupling ofvisual learning and visual culture essentially helps learners to clarifythoughts, organize/ analyze information and to think critically. The materialis presented for preview as an innovative paradigm for “adapting curriculum torespond to the changing world”.

B 15. Paper entitled Connecting For Peace: A Five-Step-Formula atthe Ninth Annual Convention & International Seminar of Council For TeacherEducation (CTE) Kerala State Centre, on Peace Education: An Orientation For GenNext, at St. Thomas College of Teacher Education, Pala, Kerala on 13th &14th August 2010

Abstract

Socrates in the West and the Buddha in the East have pointed out centuries agothat self-knowledge is the key to wisdom since it eliminates disorder inconsciousness and generates virtue. The Indian education system with its richyogic tradition, has taught us that mere academic learning does not transformconsciousness. Unless we introduce a holistic education which aims at achievingexcellence in all the four aspects of our life- physical, the intellectual, theemotional and the spiritual, it is fairly difficult to ‘know thyself‘. It isonly by ‘knowing thyself’ can one really grasp the essence of the teachings ofa great saint of India, Swami Nirmalananda- “If you desire to live in peace,hear all that falls on your ears, see all that comes to your eyes, realize thateverything is in accordance with the Eternal Law of nature and be silent”.

Drastic curricular change, we know is in the pipeline in India. Manyeducationists of the older generation have often noted that in the fervour forcurricular reforms, old and time-tested educational practices which includesyogic exercises sometimes get obliterated. It is this, which prompted theauthor to submit for preview, a five-phase strategy garnered from his personaltwo-decade-old quest for harmonious living. It is presented as a formula toconnect for peace in the world. To achieve its aim, the author affirms that thefive steps have to be integrated into the curricular programmes propelledthrough yogic exercises. The paper is an illustration of the following fivestages:

•Control of the mind and the senses

•Bhakti and spiritualism

•Advocating the philosophy of love

•Deep meditation

•Initiation to the interconnectedness between the microcosm and the macrocosm

B 16 .Paper entitled Cartoons To Coax Active Learning at theInternational Conference on Towards a Global Competitive Learning Community-Role of Active Pedagogy organized and hosted by Department of Education,University of Kerala 4-5 Feb 2011

Abstract

One of the most alluring aspects of cartoons is that they add humour to a topicand illustrate the idea in a memorable way. Interestingly enough, the MichiganState University website states that humour reduces stress, increases studentinterest and attentiveness and does much to improve the classroom environment.Hence using cartoons for pedagogical purposes deserves attention.
As part of additional course work in a teacher training programme, the author hademployed cartoons to coax active learning of the topics prescribed for study inthe Eduational Psychology paper, with a fair degree of success. In this paper,the author wishes to share with the participants of the conference, his nascentexperiment of using cartoons for coaxing active learning in teacher trainees.
The paper begins by defining active learning and goes on to state the rationalefor using cartoons as a pedagogical tool to enhance active learning. Next, theactual procedure employed will be stated. After highlighting the effectivenessof the strategy employed, the paper concludes by stating that using cartoons tocoax active learning is a strategy that deserves the attention of teachereducators. There is also an indirect affirmation that employng cartoons foractive learning can engage young teacher trainees fruitfully in the teachinglearning process.

B 17. Paper entitled Ugly Ducklings To Mahalaksmi: A Cyber-enabledTransformation at the UGC sponsored National Seminar on Gender Quest inMultiple Intelligence organized by Farook Training College, Kohikkode on 02-03Sep 2011

Abstract

From time immemorial, a great many women and girls have had to consciouslyaddress a genetic endowment for which they themselves were in no way responsible-viz; ‘beauty’. A diligent use of the body of knowledge available worldwide,even by the best Beauty Parlors have not succeeded in transforming one born‘ugly’ into a graceful swan. The apparent outcome of this has been nothingshort of utter misery. In the marriage market or in social gatherings where amedia-generated hype and preference for beautiful women has a profoundinfluence, those born ugly have always been and will continue to be at thereceiving end. Is there any way out of this circle of doom? YES… argues theauthor of this paper and goes on to suggest an innovative solution-vizempowerment through e-Multiple Intelligence.

Given the fact that girls born with unattractive features are likely to lead acocoon-like existence, the author affirms that more than any otherintelligence, it is Interpersonal and Intrapersonal intelligence which has tobe given prime attention. And for this purpose, the author suggests somecyber-enabled tasks which if performed meticulously can result in a successful transformationof girls branded as ‘ugly ducklings’ to a ‘Mahalakshmi’ who becomes much soughtafter by men and the general public.

The paper begins by providing a brief background of the present scenario wherebeautiful women are much sought after and ones born ugly are often derided bysociety. After affirming the need for focusing on Interpersonal andIntrapersonal intelligence, research findings of women empowering themselvesthrough Information and Communication Technology (ICT) is presented. Next, thestrategy to be followed for nurturing Multiple Intelligence (MI) through ICT ispresented. The precautions to be taken by parents and teachers to prevent girlsfrom getting sucked into hidden traps in the cyber world is also mentioned. Thepaper also provides a list of on-line resources which would enable girls towork in the privacy of their homes to transform themselves into a Mahalakshmi.

B 18. Paper entitled Fostering MI in Teacher Educators :Cashing-in on the Techno-surge at the UGC sponsored NationalSeminar on Educating Teacher Educators for Diversity organized by Govt.CTE,Kozhikkode on 15-16 Sep 2011

Abstract

A sociological profileof the students who join the BEd. course in Kerala State would give a grimpicture. Many choose to join the Under Graduate (UG) course in Educationonly after having failed to get admission for much sought afterprofessional courses such as Engineering, Medicine and Management. This leadsus to assume that the cream of talent seldom joins the UG course in Education! It also logically follows that those who pursue a PostGraduate course in Education after having completed the UG coursemay not necessarily possess those intelligence deemed essential for becomingsuccessful Teacher Educators viz; Verbal-Linguistic Intelligence,Visual-Spatial Intelligence and Interpersonal Intelligence. How can wemeaningfully resolve this problem? Can we foster the development of MI inTeacher Educators through activities? This paper attempts to propose afeasible strategy.

Technology is allaround us and is progressing every day. Studies have shown that technology canbe fruitfully employed for instructional purposes. Many educationalinstitutions today employ projectors and touch screen technology. Use ofLaptops is becoming more and more popular in institutions of Higher Learningowing to its great usefulness. Addressing the need of the hour, the NationalCouncil for Teacher Education (NCTE) has affirmed the need forintegrating Information and Communication Technology (ICT) for instructionalpurposes in Teacher Education programmes.

This paper will beginby affirming the need for developing MI in Teacher Educators. It will then moveon to suggest ways of integrating ICT to Teacher Educationprogrammes through tasks aimed at fostering the development of MI. Thepaper will also list down several ways of nurturing MIthrough technology-based resources.

B 19 . Paper entitled Qualitywith a humane touch: The ‘One Class-One Pet’ Scheme at the National Seminar on Quality Concerns inEducation organized by the Department ofEducation, University of Caliut on National Education Day, 11 November 2011

Abstract

Severalnational policies have reiterated the urgency to address quality concerns inschool/college education on a priority basis. In an attempt to ensure quality in the products coming out ofschools and colleges, many institutions in India have begun tointroduce Life Skills training aspart of their curricular programmes. But, the short time span in which most ofthese programmes are executed, have led many to question its effectiveness.

Takingthe cue from a leading Malayalam Daily, which supplied every other week on a specified day, seeds for theirsubscribers, the State Education Department in Kerala introduced the ‘onechild-one plant’ scheme. Though no comprehensive data is available regardingthe effectiveness of such ventures, ithas been found that both schemes to a large extent succeeded in sensitizing thegeneral public and the student community to the importance of planting trees.

Thispaper proposes the natural next phase to the ‘one-child, one plant’ schemewhich the author calls the ‘one class,one pet’ scheme. Pitching on the assumption that teaching students how to care for and properly express emotions to fellow human beings forms one of the objectives of Life Skillstraining programmes, the author in this paper, spells out the rationale andthe procedure for the proposedprogramme. Illustrations of student-pet rearing programmes attempted in certaininstitutions and research findings on the effectiveness of such programmes is also given.

Thepaper affirms that the scheme proposed is more rewarding than the regular shortterm Life Skills training programmes now being implemented and that it can to a large extent effectively addressquality issues in education.

B 20. Paper entitled A Plastic Art Pedagogy for SustainableDevelopment at the UGC sponsored National Seminar on Empowering Teacher Educators forSustainable Development organized by Farook Training College, Kohikkode on 29& 30 November 2011

Abstract

Reports indicate that an estimated one hundred million tonnes of plastic isproduced every year all over the world. It has also been found that in India on an average a person uses 3kilo of plastic every year. Urbanization has added to the plastic pollution inconcentrated form in cities. In beachesnear urban areas, plastic used as packaging is dumped adding to thepollution problem. As plastic does not decompose it poses a major environmentalproblem. Is there a feasible solution? Perhaps the best solution is to manufacture alternativedegradable material. But given the hugeexpenses involved in mass production of alternative material, we have to live with the sad reality thatplastic is here to stay for years to come.

What can teacher educators do to address the ‘plastic problem’?In this paper, the author proposes an innovative solution to address theproblem viz; ‘a plastic art pedagogy’.At its simplest, it aims at familiarizing teacher trainees with ways ofrecycling plastic materials into art forms. The activity has sustainabledevelopment as its ultimate objective. The paper suggests ways of producing creative and useful products from waste plastic. This, the author believes can toa large extent help put an end to thedumping of wastes in streets and the burning of plastic which produces toxicfumes that causes diseases.

This paper spells out the strategy for the plastic art pedagogy. A visual displayof an interesting array of creative artwork produced using waste plastic will also be the highlight of thepresentation.

B 21. Paper entitled Fostering the Artof Loving and Living - An Animal X StudentInteractive Life Skill Programme atthe UGC Sponsored InternationalEducation Meet on Education for GlobalExcellence at Mar Theophilus Training College,Thiruvanthapuram from 5 to 7 Jan 2012

Abstract

Ithas been found that modern educational practices in India often ignore our cultural practices and nurtures an education pattern restricted to academics alone. The assiduous engagement of students in the mad rat race for career gains is often accompanied by afailure of educational institutions to nurture appropriate values and social graces in their alumna. So has not thetime come to create modern age gurukulas that impart values including LifeSkills to students without deviatingfrom conventional modes of learning?

IndianUniversities have recently taken the right step to implement Life Skillstraining for students. The ten core Life Skills listed by UNICEF, UNESCO and WHOis imparted to students through training programmes aimed at empowering youngpeople to take positive action, and engage in positive social relationships.

Itis common knowledge that a lecture on‘good behaviour’ in a Life Skills training session will not lead to thepractice of acceptable behaviours. Life Skill lessons work best when augmented or reinforced. Studies have shownthat if a message is given once, the brain remembers only 10 percent of it one day later, and when the same message is given six times a day,the brain remembers 90 percent of it.

In an attempt to squarely address the startlingflaw in some Life Skill training programmes, the author of this paper, proposes a novel strategy for Life Skills training- An AnimalX Student Interaction Programme.

Thepaper will attempt to illustrate ways of implementing certain practices aimedat Animal X Student interaction, observation and associationwhich would in every probability result in the nurturing of essential LifeSkills. The author affirms, that this is the need of the hour, for, possessionof right values and character is the key to success in anyeducation programme aiming at globalexcellence.

Keywords: values, Life Skills training, interaction, animal rearing

B.22. Paper entitled Digital Concept Maps to Aid Revision-A Study atthe National Seminar on ICT Trends inEducation, Bethany Navajeevan College of Education, Vencode, Kanyakumari, January 2012

Abstract

AConcept Map we know, is a graphicalrepresentation of a student’s knowledgeof a domain. In institutions of Higher Education, students are often encouragedto arrange major concepts from a text or lecture into a visual arrangementsimilar to Concept Maps. Unlike studentcreated Concept Maps, Digital Concept Maps available on the Internet has anadded advantage-viz; visual imagery and a richer expressive power.

Fivedistinct uses have so far been indentified for Concept Maps in education. Theseinclude: to generate ideas, to design complex structures, to communicatecomplex ideas, to assess understanding and to aid learning by integrating newand old knowledge. But, very rarely hasConcept Map been used as a tool for revision of content knowledge of asubject of study.

Thispaper is the report of an experimental study undertaken on students ofEducation by the investigator using Digital Concept Maps downloaded from the Internet. Theobjective of the study is to identify the effectiveness of Digital Concept Maps for revision of contentknowledge.

Thepaper begins by providing the background and rationale for the study. The preparations undertaken to edit the tool viz; the Digital Concept Map, the population on which the study was conducted and the procedure employed is stated. Beforeconcluding the investigator attempts tolist down the perceived advantage/ disadvantage of employing Digital Concept Maps for revision.

Projects/Dissertations/Thesis as on April 2011

2007-08-22T10:37:00.000-07:00

Abstracts of Project Reports / Dissertations/ Thesis by Dr.Chandrasekharan Praveen

1. Literary Criticism vis-à-vis The Media
Project work submitted in partial fulfilment of the requirements for the Post
Graduate Diploma in English Studies (PGDES)to the Central Institute
of English & Foreign Languages , Hyderabad, 1989.
Supervisor DR R Amritavalli , 26 Pages

Abstract

Literary Criticism is a means to an end-“a finer discriminating communication”. But only a direct palpable confrontation with the text can result in good literary appreciation. In this respect the Media has a major role to play. This project pursues the role.

My tryout with audio materials based on literature proved my hypothesis that the Media can help students appreciate literature better.

Summary of Chapters

The first chapter deals mainly with the topic under discussion-Literary Criticism vis-à-vis the Media. The scope of the New Media in literary appreciation is the topic dealt with in the second chapter. The third chapter tries to show how screen adaptation of literary texts can itself be an activity in literary criticism. And in the last chapter the conclusions based on the comments the students offered after the try outs are given.

2. Genre Study: British Radio Drama
Dissertation submitted in partial fulfilment of the requirements for the degree
of Master of Philosophy in English Language & Literature to the University
of Kerala, 1994.Supervisor DR K.Radha, 86 Pages

Abstract

British Radio Drama is a major source of dramatic writing. Notable dramatists like Tom Stoppard and John Mortimer started their career as radio playwrights. Leading dramatists like Samuel Beckett and Harold Pinter have shown a very special devotion to radio drama. Yet , many consider radio drama to be artistically inferior and ignore it altogether. Genology is one area of Comparative literature that will enable us to understand and appreciate the merits of a significant genre like British Radio Drama.

This dissertation attempts to examine the generic features of British Radio Drama through a comparative study of acclaimed stage plays and radio plays of two famous British playwrights.

Summary of Chapters

The introductory chapter makes an attempt at an exposition of Genology. It also dwells on the nature of radio drama. Chapter 2 traces the evolution of British Radio Drama with an emphasis on technical developments. Chapter 3 analyses the stage play End Game and the radio play All That Fall both by Samuel Beckett to elicit the generic features of radio drama. Chapter 4 examines the stage play The Dumb Waiter and the radio play Family Voices both by Harold Pinter to elicit the generic features of radio drama. The concluding chapter outlines the generic features of British Radio Drama and affirms its unique artistic value.

3.Honing Human Rights In The L2 Classroom: Pedagogical Possibilities Using Films

A Project Report submitted in partial fulfilment of the requirements of the XXXIst Refresher Course in English for University/College teachers to the UGC Academic Staff College,University of Kerala,Trivandrum from 9th to 30th April 2007.34 Pages

Abstract

Developing an understanding about Human Rights Documents, and an awareness of Human Rights institutions and mechanisms of protection have become especially significant in the 21st century. Several classroom strategies have hitherto been employed to practice and experience Human Rights behaviour. Usually topics on Human Rights is introduced through printed materials such as text books. Given the fact that, the present generation of learners are more accustomed to watching films to reading, this project attempts to tap film clippings and sessions in the English classroom to introduce students to Human Rights issues. It is hoped that such a strategy would make the transaction part of Human Rights Education both interesting and effective.

4. Revivifying Communicative English Materials: Adapting Feature Films

Thesis Submitted to the Kannur University for the Degree of Doctor of Philosophy in English Language and Literature,2009. Supervisors Dr. C.P.Sivadasan (Late) & Prof M. Dasan, 156+196 Pages & CD-ROM

Abstract

English teachers in India are fairly good at using text-based materials for teaching Communicative English. But experienced teachers know that text-based materials now being used for teaching Communicative English lack the power to fully motivate learners of English.

Compared to text-based materials, feature films have several advantages that help in language learning. Further, the learners of today, we know, are in the habit of watching films and they prefer watching films to reading. But the use of feature film material for teaching continues to be very limited. This study, as the title suggests, aims at:

•Identifying appropriate film clips from select feature films for teaching Communicative English.
•Evolving an easy-to-use strategy for adapting feature films for Communicative Language Teaching.

The introductory chapter presents the background of the research and makes mention of the significance of the investigation. The research proceeds on the following hypotheses:

•Film-based materials are more interesting than text-based Communicative English materials.

•The film has greater scope for eliciting responses than text-based materials in the Communicative English classroom.

The introductory chapter also spells out the research procedure -- the fifteen stages through which it achieves its twin objectives of identifying appropriate film clips for teaching Communicative English and evolving an easy-to-use strategy for adapting feature film for teaching Communicative English.

Chapter Two is a review of Communicative Language Teaching (CLT). The investigator attempts to place CLT in a proper perspective with reference to its linguistic background, its goal of communication and its special pedagogic approach. What emerges from the review is the fact that CLT has a solid linguistic background especially with reference to communication. It however concludes with the finding that the materials used for CLT tends to vary from region to region and teachers of CLT have at their disposal a variety of communicative tasks to be employed depending on the classroom size, learner competence and learning objectives.

In Chapter Three, a review of related literature is undertaken with special focus on the advantages of using the film for instruction, language teaching and communication. Several advantages of the use of film are mentioned, affirming the fact that, films are richer than most text types and they have the unique advantage of presenting paralinguistic features which help reinforce language use. The review also highlights the fact that, basically films can be employed for instruction in two ways: First, by manipulation of the technical aspects of the film and second, through the film content which includes plot and character. The review also throws light on a variety of techniques of using films hitherto attempted by practising teachers which include among others, prediction, speculation and tasks to activate the learner’s schemata.

Chapter Four addresses issues related to adaptation of films for CLT with special reference to Linguistics, Culture and Semiotics. While the prime focus has been on editing out film clips for CLT, the fact that film is a different medium unlike the printed textbook has not been overlooked. So the aspects related to Linguistics, Culture and Semiotics have been given due consideration. The criteria hitherto followed for using films for instruction have been looked into and issues related to adaptation have been dealt with meticulously. In identifying and editing out appropriate film clips, the problems likely to arise with reference to language, culture and semiotics have been squarely dealt with by the investigator. Special care has been taken by the investigator to choose film clips which are appropriate in terms of language use and culture. Care has also been taken to see that the meaning the film clips convey does not in any way create problems in the performance of the CLT tasks.

Chapter Five is devoted to illustrating one of the objectives of the study viz; evolving an easy-to-use strategy for adapting feature films. It states how the film-based materials have been chosen and how they have been graded. The rationale for using Response Sheets, the procedure for using films, the role of learners and the teacher are also mentioned. The chapter also provides information about the special features of the edited film clips -- its quality, its duration, the nature of its content, the type of Communicative task and the proposed strategy for testing each of the six edited out film clips.

Chapter Six deals with the tryout of the film clips and analysis of the student responses and feedback received from both the students and the teachers. Information about the participants of the study, the tools employed, the nature of CLT tasks, its rationale and the procedure for conducting the study is dealt with in detail. The chapter mentions how the film clips were tested initially through a Pilot Study which was recorded on video. It states how the satisfactory performance of the learners in the Pilot Study prompted the testing of the materials on the two levels of learners--Higher Secondary and Under Graduate. Details about the procedure followed for testing the effect of the film clips on performance of the communicative tasks by pairs of learners of two levels are also furnished.

A major part of the chapter dwells on the criteria followed for evaluation of the responses, interpretation of the scores and statistical analysis of the results which helped the investigator to arrive at conclusions. Sample responses for different CLT tasks are also included to provide an idea about the nature of the student response.

Chapter Seven, the concluding chapter, presents the results of the study, the pedagogical implications and the precautions to be followed by teachers who wish to use film clips for developing the communicative competence of learners. The last part of the chapter deals with the limitations of the study and provides suggestions for further research.

Six film clips with an element of interest and sufficient contextual clues have been identified and its use shows that it has greater scope for language learning than ordinary textbooks in the Communicative English classroom. The study has also shown that film clips can be interesting than text-based materials and that they have the potential for eliciting responses and serve as palpable motivators for language use in the CLT classroom.

This research project has achieved its objective of identifying appropriate film clips and has also suggested an easy-to-use strategy for adapting feature films. Above all, it has opened up a number of areas on which research related to film-based materials can be conducted.