ENGLISH FOR STUDENTS FROM MARGINALIZED SECTIONS AT THE TERTIARY LEVEL: AN INCLUSIVE APPROACH

Digambar M. Ghodke

DOI Number
https://doi.org/10.22190/JTESAP230913010G
First page
107
Last page
116

Abstract


The present qualitative study reviews the status of tertiary-level English education in India and suggests a more inclusive approach wherein the needs of students pursuing degree courses in traditional disciplines viz., Arts, Commerce, and Science are addressed. Adopting the participant observation method, the study puts forth some of the observations related to English pedagogy and learning outcomes at the tertiary level in Indian higher education institutes (HEIs), especially in rural and semi-urban areas made by the present researcher during his academic career both as a student and teacher. The observations reveal that most learners at the tertiary level need help in developing basic English skills. English in their curriculum becomes the hurdle in the academic performance and achievements of these learners. Indeed, English is one of the major reasons for the increase in dropout rate at this level. Based on the observations and underscoring the relevance of communication skills in English for these learners at the tertiary level, the study suggests an inclusive approach to pedagogy and learning outcomes, emphasizing the needs of learners from marginalized sections.  


Keywords

English, inclusive approach, marginalized, tertiary, traditional disciplines

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References


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DOI: https://doi.org/10.22190/JTESAP230913010G

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