SOMETHING IMPERATIVE, YET ELUSIVE
Driven by the familiarity of usage of words and the rules of grammar governing such application of language tools, we get caught between conflicts of language culture [tradition] as obtaining in our own languages, and unlike what ‘English’ prescribes.
Seldom learners are taught the mechanics of grammar in these languages. Instead, day-to-day usages are thrust down the throat of kids, who are as yet not capable of conversation even in their mother tongue. Such is the haste in ‘imparting English’ to young learners, with utter disregard to certain biological need like ‘brain development for receptivity’.
Age optimum for brain development [90%] is said to be 5; we push kids into schooling around 3 years of age though gloriously paraphrased as “play school’ or pre-KG and so on. [let us keep in mind –the age parameter implies well-nourished child].
To be successful in
later life, it is Important to sustain physical/ mental health and possess
cognitive skills and language skills. In plain terms, adequate strength or
brain power generally peaks around 18 years of age. That being so, the process
of ‘skill acquisition’ is a long drawn phase of equipping the mind on right
lines.
‘Mechanics’ refers to all the technical rules that relate to GRAMMAR and SYNTAX. These include the aspects –Word order, punctuation, Spelling, use of Capital at right places So, teaching English is a well-laid-out game of rigid grammar prescriptions.
Times were when Alphabets were brought to the learner in the V Standard or beyond. It was a well-meant strategy, allowing the young mind to acquire a good basic familiarity in the local language or vernacular [irrespective of the child’s mother tongue]. Using the right foundation in the vernacular it was much simpler to impart language skills relevant for any other language Indian or European.
If in doubt, please ascertain from senior citizens [aged 70 or more] as to their training in English [if from early child hood or from the then ‘high school’ phase.] It is startling to realize that from VI standard to XI a ward learnt English for 6 academic years. The then grounding in rules of Grammar, vocabulary and usage [gathered in a mere six year training] has been of a quality enough to stand competition by competence.
The present day exercise of learning the language for 15 long years [culminating at a stage equivalent to Intermediate [pre-degree in the education ladder] has not rendered the level of confidence logically due at the end of schooling. Why?
All elements intricate and intimate to promote skills of
using the language have been given a “silent go-by“ in the garb of modernized
approach. Approach is said to be modern but the outcome looks far from
convincing. In the process a neo-breed of men and women infirm in conceptual
thoroughness essential for teaching the language play it safe by not venturing into rigid
domains of grammar and prescriptions pertaining to specific situations.
There is a seeming familiarity to
languages until an intense questioning is resorted to for fixing the functional
profile of individuals. Without
according the right priority to
essential fundamentals for any
knowledge, any claim of skill acquisition is a hollow myth.
Prof. K. Raman
