Direct Instruction Method to Enhance the English Language Learning of Tribal Children

  • Ashitha Varghese Dept of English & Foreign Languages, Bharathiar University
  • P Nagaraj Dept of English & Foreign Languages, Bharathiar University

Abstract

The low literacy rate of Scheduled Tribes is a serious threat to Indian education. It is significant even to Kerala, the state with highest literacy rate. The intensity of the problem is reflected by the SSLC (Secondary School Leaving Certificate) examination results of March 2010 where the Palakkad district has scored the less pass percentage of 83.04. The increase in the number of failures and drop outs in the schools of Attapady is pointed out as major cause of the fall by educators and proponents of the State. A Pilot study is carried out in Attapady, the most
educationally backward tribal pocket of Palakkad District. The lack of proficiency in English language is identified as a major obstacle to the education of Schedule Tribe learners. The inappropriate syllabus and teaching method of English develops a negative attitude in learners towards learning. The fear of learning a foreign language is one of the factors to stop their education because English language is a criteria rather than an option at higher level. It is clear that tribal learners are not motivated well. They have adjustment problems with school curriculum and teaching of English language. Though the Government can provide grants and scholarships for the betterment of learners, the responsibility of their educational development are ultimately in the hands of teachers. The paper is based upon the pilot study conducted to understand the educational backwardness of tribal learners with special reference to English language. It describes the language learning problems of tribal learners and analyzes the causes of backwardness. A large number of deprived groups of population in India remain unable to participate in the process of Country’s development and has affected the country’s pace of socioeconomic development. It is severe in the case of Tribes, who are socially and economically marginalized. The social deprivation of group is reflected in their educational backwardness. In spite of various initiatives taken by governments to overcome educational backwardness of tribal, a vast majority of tribal population in India remain outside the education system. Though children are getting enrolled in school, less percentage of students complete their schooling. The increase in number of drop outs is a major problem prevailing in schools of tribal areas. Survey of higher education in the country, conducted by Times of India (August 2012) reveals that the Gross Enrolment Ratio (GER) of Scheduled Tribes is deplorable at 4.4 percent. The result reports that Tribals are lagging behind in higher education.

Published
2013-04-29
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How to Cite
Varghese, A., & Nagaraj, P. (2013). Direct Instruction Method to Enhance the English Language Learning of Tribal Children. Shanlax International Journal of English, 1(2), 20-26. Retrieved from https://www.shanlaxjournals.in/journals/index.php/english/article/view/3158
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