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English Language Curriculum

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English Language Skill Development Modules and Evaluation Process to Aid Knowledge Enhancement in College Students
Author: Shobhana N
Co-Author: Rachitha Cabral
Abstract
The paper intends to study the need to evolve a contextual and integrated teaching learning and evaluation process that takes into account every student and their English Language skill competency. Being part of an Institution that enjoys position as an Autonomous College provides avenues to evolve a curriculum and testing method to promote a contextual and inclusive education process.
The faculty in English at the School of Social Work, Roshni Nilaya, Mangalore, had the opportunity to study and test the English Language Skill component of the students enrolled for the undergraduate …show more content…

We were empowered with the freedom to evolve our own curricula and assessment pattern and we wanted to do justice to it. We set out on a threefold action plan in our designing of curricula for teaching English as a second language. The first step was to conduct a minor survey of students in the pre-university level as they would be the ones who would join a undergraduate programme next. We intended to assess their skill level with regard to English Language and the significance it held for them. The study would dwell on the way they perceived themselves, their future life, career options, and what place English Language skill had for them now and in the …show more content…

This was for the students enrolling to the undergraduate programme after the completion of their pre-university studies. We evolved a text independently, to suit the needs of the students. The text and the exercises were so designed as to facilitate both learners with advanced language skill and learners in need of language skill development (English). The curricula took into consideration their field of specialisation, namely Bachelor in Social Work and Bachelor in Arts. The selection of the contents for their texts and the class work exercises were designed keeping their subject orientation in mind and also to facilitate intrinsic growth.
The third step was to evolve a teaching learning and evaluation process. The typical teaching learning session involved independent learning with teacher as facilitator, and peer group learning. Peer group learning promoted group dynamics where there was space for empathy, motivation, social processes of interdependent learning environment and leadership role play. This process created an atmosphere conducive for teaching/ learning as also in aiding continuous assessment and

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