COURSE OBJECTIVES
Upon completion of this course, the student teacher will:
1. Develops ability to comprehend the language of texts, teacher and learner and various
other instructional contexts
2. Improve his/her proficiency in ‗reading‘, ‗writing‘, ‗thinking‘, and ‗communicating‘ in
the language of instruction
3. Develop an interest in reading
4. Improve his/her ability to understand instruction
This is a major practical course suggested by NCTE curriculum framework. The course
enable the learner to analyse the language of teacher, learner and text books of different subjects
and contexts. This course also serve as a foundation to enable B.Ed. students to read and respond
to a variety of texts in different ways and also learn to think together, depending on the text and
the purposes of reading. Responses may be personal or creative or critical or all of these together.
Students will also develop metacognitive awareness to become conscious of their own thinking
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processes as they grapple with diverse texts. In other words, this course will enable student
teachers to enhance their capacities as readers and writers by becoming participants in the process
of reading. The aim is to engage with the readings interactively- individually and in small groups.
This involves framing questions to think about, while preparing to read something, reading a text,
and reflexively placing what one has read in the context of both the texts and one‘s own
experiences.
This course offers opportunities to confront with use of language in different curricular
contexts including textbooks, classrooms and other formal and informal learning contexts.
The learner also gets opportunity to read a wide variety of texts, including empirical,
conceptual, and historical work, policy documents, studies about schools, teaching, learning, and
about different people‘s experiences of all of these. The course will also include narrative texts,
expository texts from diverse sources, including autobiographical narratives, field notes,
ethnographies, etc. to address different types of reading skills and strategies.
For expository texts, they will learn to make predictions, check their predictions, answer
questions and then summarize or retell what they‘ve read .Students will analyze various text
structures to see how these contribute to the comprehension of a text. These readings will also
provide the context for writing. Combining reading and writing leads to the development of
critical skills. Student-teachers will get opportunities to write with a sense of purpose and
audience, through tasks such as, responding to a text with one‘s own opinions or writing within
the context of others‘ ideas.
- Teacher: SILVA P