Teaching Language Through 4f Approach
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
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
References: 1. Hadley, Alice Omaggio. Teaching Language in Context. 3rd ed. Boston: Heinle & Heinle, 2001. (p. 349) 2. Jiang, Decheng. A Study of the Teaching of Culture in College English. Journal of Language Teaching and Research, Vol. 1, No. 5, pp. 735-737, September 2010. Academy Publisher, Finland. 2010. 3. Lop Cit. 4. Hinkel, E. Culture in second language teaching and learning. Cambridge University Press, 1999.