The 31st issue of Fortell is a close look at heterogeneity in classrooms that has challenged the monolithic insular prescribed text syllabi in classrooms. Teachers of English are constantly engaged in alternate pedagogies as they strive to bring the language closer to the contexts of L2 learners.They refer to texts that they are familiar with, and idiomatic expressions and narratives that they use in their native languages to make the acquired language less intimidating. Innovation is the key as the teacher looks for new material and new processes to make the teaching learning process more effective and interesting.
Though this issue was to be an attempt at highlighting how indigenous texts are engaged within classrooms either in the teaching of their cultural contexts and diversities or in their use in teaching of the English language, the articles in this issue are not just restricted to it but instead take on different routes that are equally relevant. It offers a perspective on several aspects of the teaching of English and we hope that our readers enjoy it.
The issue has been edited by Gitanjali Chawla and Prem Kumari Srivastava.
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