Teaching Language Through 4f Approach

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Amit Joshi
Research Scholar

Teaching Language through 4F Approach
Following more than sixty years of independence, the status of English language in rural India, predominantly in Rajasthan, is poor. Even after a decade’s learning in school, students are not able to bring into play English aptly to meet up their requirements. Various reasons can be accommodated for this apologetic state however my concern stretches out with the discovery of best possible way out which serves as a step forward for its eradication. Since we are living in a fast globalizing multicultural era, where English has emerged as a dominant language, it’s time to minimize the distance existing between English and an individual to meet the diverse demands of the day in creative way. The innovations and improvements in effective teaching and learning strategy for Language is a foremost concern, not only in India but throughout the world and for this reason a number of practices are employed together with the ongoing incessant efforts to make it more interesting and comprehensive. At random, while reading Hadley’s1 book on Language Teaching I came about a citation of four common approaches on culture teaching, propounded by Galloway, are (1) the Frankenstein approach which provides information from everywhere i.e. small pieces of several cultures are spoken in the classroom 2) the 4F approach is related to culture teaching focusing on folk dance, fairs, festivals and food (3) in Tour Guide approach, learners are expected to identify the monuments, rivers, and cities shown to them, and (4) ‘By The Way’ approach in which sporadic lectures or bits of behaviour selected indiscriminately to emphasize sharp differences. Since Rajasthan’s prosperous cultural heritage, recognized for its traditional colorful art makes it a paradise of a variety of folk art forms which punctuate its barren lands into a prolific basin of vibrant colours and creativity. The second, i.e. 4F approach, Folk dance, Festivals, Food & Fair, seemed to me of much interest for my experiment with English Language Teaching as it operates on common & shared socio-political backdrop making students feel at home. Though, learning of language and the learning of culture are apparently two different things, and at the same time, they are closely inter-dependent, as Finocchiaro2 and Francis3 holds, that the linguistic system is part of the social system, neither can be learned without the other. It’s difficult for a language to survive without culture. Language and culture are so consistent that it is complex to describe the strictures of language and culture, and whether language impacts culture or vice-versa. Man is a social being where culture dominates its life in almost every aspect including the major accomplishments of a given civilization such as religion, art, philosophy, music, literature, geography, folklore, sociology, political system, and history. Since, language engrave culture, the English teacher becomes an increasingly influential mediator of both language and culture. Currently the knowledge of culture can be one of the major skill categories to acquire in English language teaching not only in our concern but nationwide. Students can be assisted to understand language better by encouraging them to share the stories, rituals, and traditions that they gather from their family, grandparents, older neighbours, religious or spiritual leaders, or community centres as long as they feel comfortable sharing with their classmates. Hence, present paper attempts to integrate common cultural teaching approach F4, into language teaching method showing significance of culture in the teaching and learning process of English language. Restricting to be much theoretical, I take opportunity to introduce my own experiment and experience with English Language Teaching using 4F approach. Keeping the fact in mind that culture is learned and shared; a child...
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