Dimensions
152 x 229 x 17mm
Deleuze and Guattari's rhizomatic thinking, influenced by the theories of chaos
and complexity, may well be relevant to the field of language teaching and
learning where various studies and experiments are growing offshoots in
different parts of our state and country. The realm of pedagogy falls within the
span of the persistent human desire to excel, to make things significantly better
than before. Man is constantly striving to capture the ever-elusive utopian ideal
in all conceivable spheres.
To comprehend and harmonize with the needs and
culture of an ever-changing world, the field of second language teaching /
learning is in a continuous state of flux, forever searching for newer approaches,
methods, techniques and pedagogical tools for greater efficacy. A perusal of the
history of English Language Teaching (ELT) reveals a pressing need to clear
the conceptual cobwebs and terminological bedbugs prevalent in the
combinations, harmonies and discords between layers of theoretical principles.
pedagogic practices and political ideologies (Kumaravadivelu xiv). A scrutiny
of the present milieu further reveals that important transformations are
underway in the social and technological domains, particularly in terms of how
we live and work. The contemporary times referred to as the 'Information Age'
or 'Knowledge Based Society' are characterized by a diffusion / explosion of
information and communication technologies. In the higher education arena,
there is a shift in perception about the needs, outcomes and strategies with the
locus now shifting from imparting knowledge to developing the skills and
resources necessary to engage with social and technological change.
All this necessitates a constant review of the teaching-learning process in order to promote new
educational approaches and practices to adapt to the changes. At the same time
it is good to remember the cautionary note sounded by Kelly way back in 1969
after investigating 25 centuries of language teaching - "much that is being
claimed as revolutionary in this century is merely a rethinking and renaming of
early ideas and procedures".
While the education at the primary and secondary levels forms the
backbone of a student's knowledge base, it is at the tertiary level and beyond
that the application of his / her learnt or acquired database of knowledge and
communication skills becomes relevant outside the purview of examinations. It
is here that a polish and finishing touch has to be given to the learner to chip
away at the rough edges and fine tune their cognition, competence and
articulation. But the pertinent question is whether our graduates achieve these
qualities by the end of their undergraduate programmes.
