Spanish through Foreign Curricula: The Indian Experience

By Book rivers and DHIRAJ K RAI

"The history of Foreign Language Teaching in India arrived at a point of transformation with the liberalization of Indian politics and economics since 1991. Although the Indians had experienced the learning of English as a foreign language due to their colonial past, the need to learn other European/Romance/Germanic languages has intensified with the growing linkage of India with the developed and developing countries in the post-Cold War era. In response to this intensified need for learning foreign languages, many new foreign programs of study/curricula have been introduced in Indian schools (especially those with international curriculum). The central objective of this book is to shed light on the specific challenges of teaching Spanish language through foreign curricula in India. The book performs a qualitative study not only to investigate the problems of teaching Spanish language but also to design suggestive measures to resolve these pedagogical problems."

• Language: English
• Publisher: Book rivers
• Release date: Oct 13, 2021
• ISBN: 9789355150417

Book preview

DHIRAJ K RAI

First Published 2021

Copyright © DHIRAJ K RAI

All Rights Reserved

No part of this publication may be reproduced, transmitted or stored in a retrieval system, in any form or by any means, electronic, mechanical, photocopying recording or otherwise, without the prior permission of the author.

Website: www.bookrivers.com

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Lucknow, India

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MRP:300/INR

ISBN: 978-93-5515-041-7

CONTENTS

Foreword        iii

Preface        v

Foreign Language Education in India: A Historical Overview          1

1.1. Rendezvous of India with Foreign Languages

1.2. The Critical Reaction to Foreign Language Teaching in Colonial India: Linguistic and Cultural Grievances

1.3 Constitutional Space for Foreign Language Education in Independent India: Debates on the Use of Foreign Languages

1.4 The Transformed Political Scenario of India after 1991: A Larger Space for Accommodation of Foreign Language Education

1.5. The Introduction of IB and the Perspectives of Teaching of Spanish Language in India

1.6. Concluding Remarks

Theories, Approaches and Methods: The Eclectic Pedagogical Modality of Foreign Language Education             23

2.1 Conceptualization of Foreign Language Teaching: Theories, History, Techniques and Pedagogy

2.2. The Teaching Methods

2.2.1. The Grammar-translation Method

2.2.2. Direct Method

2.2.3. The Audio-lingual Method

2.2.4. Communicative Method

2.2. 5. The Cognitive Theory

2.2.6. Post-method Condition

2.3. Identification of the IB Methodological Basis

2.4. Concluding Remarks

A Critical Assessment of Diffusion of Spanish through National and Foreign Curricula: Endorsement of International Perspectives

in the Indian Learning Environment  48

3.1 A Critical Assessment of IB: The Context of Indian Learning Environment

3.2 The Framework of IB: Structure and Guidelines

3.2.1. C.A.S. (Creativity, Action, Service)

3.2.2. The E.E. (Extended Essay)

3.2.3. The ToK (Theory of Knowledge)

3.3. The Execution of IB curriculum: The Case of Spanish Language Teaching in G.D. Goenka (GDG) and Pathways

3.4 Concluding Remarks

Pedagogical Issues in Spanish Language Teaching: The Way Forward       52

4.1 Suggestive Measures: Towards an Effective Spanish Language Teaching in India

4.2. Concluding Remarks

Postface        59

Appendix        63

Bibliography       66

FOREWORD

It gives me immense pleasure to introduce this monograph by Dhiraj K Rai that presents a well- crafted framework for discussing developments on the pedagogical thought in the field of foreign language education in India. The monograph casts light on a variety of themes such as the unique characteristics of Indian multiculturalism, modernity, urbanism, issues of foreign language learners from urban and rural areas etc. which, in turn, define the new borders and limitations of Spanish language teaching compared to the deep-rooted traditional models of education within a long historical context. The book also provides a shared space to examine the close relation between the problems of education and general issues of Indian cultural milieu. It offers a forum to deliberate upon the central role played by foreign language education in the context of social development, the possibilities of a universal teaching method, and the harmonic processes of the unity of knowledge, thereby adding to a better understanding among the teachers and learners of this field.

During the course of my professional career as a foreign language educator at various institutions across the globe, exploring different international curricula and belonging to the same trade of training the pedagogues of Spanish, I have endorsed some radical forms of experimentations with the Spanish language teaching. In line with the similar spirit of experimentations, this work aims to not only elaborate upon the challenges of teaching Spanish as a foreign language in India but also recommend the pathways to overcome these challenges.

One of the primary objectives of this work is to stimulate discussions, dialogue, sharing of views and ideas to gain improved insights into the discipline. The efforts made to present the arguments in a lively and open way are quite laudable, to say the least. I am hopeful that this contribution will be useful for docents dedicated to the field of Spanish language teaching and give a new perspective to the learners committed to thrive in this area in different capacities. I am certain that both teachers and learners of Spanish language are going to benefit from this work. Most certainly, the utility of this work has the potential to transcend the academic realms in associated disciplines and their section of readers.

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Rahul Singh (International Baccalaureate)

PREFACE

The history of foreign language teaching in India reached a revolutionary juncture with the liberalization of Indian polity and economy since 1991. Though Indians had encountered the need to learn English as a foreign language because of the colonial background, the need to learn other European/Romance/Germanic languages has intensified with India’s growing linkage with the developed and developing countries in the post- Cold War era. In response to this intensified need for learning foreign languages, many new foreign programs of study/curricula have been introduced in Indian schools (especially those with international curriculum). The aim is to develop inquiring and knowledgeable young students who could help to create a better and more peaceful world through intercultural understanding and respect. To this end, the foreign education boards like IB (International Baccalaureate) and IGCSE (International General Certificate of Secondary Education) work with schools, governments, and other institutions to build challenging programs that could facilitate international education along with rigorous assessment. Nevertheless, the initiative taken by them faces specific problems in Indian learning environment. Although a wide range of literature has been devoted to investigate the difficulties inherent in teaching foreign languages through parallel academic curriculums like the CBSE, a critical analysis of the functioning of these aforementioned foreign boards