Abstract

Recent studies on the process of teaching and learning indicate that a teacher’s knowledge needs to go beyond mere knowledge of content and classroom management and should include knowledge of learners and learning. The dire necessity in the scenario of teaching English is an approach to teach the language-adopting techniques of English which in turn would facilitate the learning of English compatible with the tertiary level. However, the context of teaching English in Tamil Nadu engineering colleges reveal that a very large majority of teachers have thus far had no training in English teaching methodology. Besides, these teachers are brought up on a mainly literature-based syllabus and a lecturing mode of instruction. So they do not seem sensitive to the changed circumstances, in which vast numbers of students still lack the minimum English language abilities required to follow lessons in English. In order to meet the challenges and demands of the profession, this paper focuses on a teacher’s views on the theoretical priorities as well as practical applications to be included in in-service education and training (INSET) courses for teachers of English in engineering colleges. Thus, it can enable teachers better prepare their students to meet their career needs in this competitive world.

Keywords

Communication skills; Teacher competency; In-service training; Language proficiency

Introduction

English curriculum in an engineering programme should enable students to use English effectively for their various communicative needs. Although English plays a significant role in our educational system, the aims and objectives of teaching English in engineering colleges are far from being ideal. As every teacher is not specialized to meet students’ needs, teachers need to undergo training to perform their duty effectively. The ESP teacher need not learn specialist subject knowledge, but they need to develop a positive attitude towards the ESP content, and a knowledge and awareness of the fundamental principles of the subject area. Constantinides (2001) differentiates the professionally competent ESP teacher from other teachers as one with skills to analyse one’s own strength and weaknesses, to plan lessons and utilize the resources available and to inspire students. So it is believed that the orientation of the ESP teachers would help them to evaluate the authenticity of the learning material based on their practical concept of fitness to the learning purpose.

Material & Methods

The relevance of this study is evident from the fact that, at present, no prior training in the teaching of English is demanded for appointment to teach English in engineering colleges. Once having joined the colleges, there is neither a requirement nor incentive for the teacher to undergo in-service training. Thus, in the existing situation in Tamil Nadu engineering colleges, almost a majority of teachers have had no specific training in English language teaching methodology. Most teachers seem to be clinging to methods of teaching inappropriate to the needs of students.

A survey of teachers’ views on the composition and content of INSET courses was therefore carried out to know teachers’ perceptions on the topics to be included in an in-service training course. The data was collected through questionnaires from 46 colleges of engineering and technology in Tamil Nadu through Cluster Sampling Technique. The questionnaire survey was administered through mail, and personal interaction with teachers. 275 teacher questionnaires were administered and only 141 complete observations were statistically analysed.

Findings & Results

The analyses of the questionnaires reveal that the teachers have expressed that in-service training courses are necessary for teachers of English in engineering colleges. They also believe that such in-service courses, designed for specific purposes would increase professional competence among teachers. Therefore, it is essential to study their views relating to the composition of the course and the content that may be included in the training programme. Theory must be related to practice and practice should be made adaptable with reference to theory [Marsh (1981); Lee’s (1974); Wingard (1974); Widdowson (1979); Brumfit (1980) cited in Sivaraman (1984)]. So teachers were asked to present their views regarding the content of in-service courses i.e. the proportion of theory and practice to be included in the course. Table 1 indicates the frequency percentile of teachers’ views regarding the proportion of theory and practice to be included in the INSET course.

Table 1: Proportion of theory and practice for INSET courses

Table No 01 (Look at the bottom of page)

Table 1 reveals that teachers not only seem to favour the idea of a balance between theory and practice in the in-service course to an extent of 44 percent, but also the idea of more of practice and less of theory to 44.7 percent. This denotes that considerable number of teachers have opted for in-service courses to focus on the practical aspects of teaching. Hence, it is inferred from their response that there must be more integration of theory with practice. According to Penny Urr (1986) many teacher trainees have some idea about the theoretical linguistic knowledge, but have no idea on integrating it with practical classroom teaching. Moreover, some of them may have some good teaching ideas but are not aware of the ways to execute it in a group or pair work. Penny Urr recommends training courses on the principles of lesson/activity design and execution with good classroom management.

Teachers’ Choice of Topics for INSET Courses

Students should be able to understand/write academic or professional articles and to consult reference materials and participate in discussions [Singh (1981)]. Considering the importance of the above fact, teachers were asked to prioritize a list of twelve topics to be included in the in-service training programme. Table 2 specifies the Mean and Standard Deviation of the different topics referred below, to be included in the INSET courses. The order of ranking is tabulated as rated by the teacher respondents. Table 2 brings out teachers’ preferences of these specific components to be handled in INSET courses.

Table 2: Teachers’ choice of topics for INSET courses

Table No 02 (Look at the bottom of page)

Table 2 refers to the Mean score of the different topics to be included in INSET courses. It is understandable that teachers give high priority to teaching the more specific skills of project report preparation, technical writing, group discussion techniques, writing papers for presentation, resume writing, study skills, technical communication and to some extent soft skills also. And they give a low priority to those like, teaching the LSRW skills. This reveals that teachers feel that they should equip themselves in the technical content to be imparted to the students. This technical content refers to the career oriented skill set and knowledge to be necessarily imparted to the students in this globalised context. The Commission of the European Communities (2000) states that, only ‘a professionally competent and innovative teacher can encourage learners to look for new ways and new knowledge themselves’ [cited in Zuljan(ed) (2010:10)]. So it is evident from table 2 that there is a general reaction in favour of learning about solutions to many of the problems involved in teaching of English in the language classroom. Many higher education institutions and academics are starting to rethink the process of teaching. They are challenging the status quo and bringing new energy and fresh approaches to the teaching mission [European Commission (2000)].

Interpretation & Discussion

The data reveals the fact that 88.7 percent of teachers believe that both the theory and practice sessions would help them to both listen to and involve them in the training sessions. But 44.7 percent of teachers want to have more of theory and less of practice and 44 percent of teachers are interested to give equal importance to both theory and practice. It is inferred that teachers are concerned more on the teaching aspects, reinstating the idea that INSET programmes would enable teachers to do better on aspects of how to teach, rather than what to teach. It is inferred that most of the teachers strongly believe that in-service training is crucial for their career and it will help them become proficient teachers of English in the long run. One of the findings of the survey concerns the strong emphasis on an appropriate mix of theory and practice in the content of the in-service courses. Strevens (1977) says that: “the purpose of the theory element in teacher-training is to provide ‘understanding’ as distinct from ‘knowledge’ (79).

It is evolved from the study that teachers have ranked their priorities regarding the topics to be discussed in the INSET programmes. Among the components, teachers prefer to be taught project report preparation, technical writing, group discussion techniques, and writing papers for presentation, resume writing, etc. Teachers’ choice of preference of the topics makes it evident that teachers are very much aware of their students’ need and their own lacuna in those areas. Teachers have ranked the training on teaching of writing, reading, listening and spoken skills as next in importance to the topics mentioned above. It is, thus, clear that teachers give high priority to the teaching of specific needs of the learners.

Similarly, teachers’ preference to topics like teaching project preparation, technical writing, group discussion techniques, resume writing, etc to be included in in-service course modules reveals that they feel that training in the above-mentioned topics would enable them to equip themselves with the requirements and meet the present day demands of their students. It is clear from the survey that teachers are very keen on getting in-service training in those aspects of teaching English which will be relevant in the engineering college classes. Consequently, it is also necessary to train teachers in remedial teaching of English, as being an effective method of ‘bridging the gap’ that exists between students’ actual English language abilities on joining an engineering college, and the level of proficiency expected of them at this level. Teachers’ professional growth should relate to the classroom, and their continuing education should have a direct influence on the problems they encounter in their work [Rubin (1978: 297)].

Conclusion

The nature of teaching is changing today, and it vastly different from even just a decade ago. In order to meet the challenges and demands of the profession, teachers of English in Engineering colleges need to improve their teaching skills and update their repertoire. In most of the engineering colleges in Tamilnadu, English is taught mostly by teachers without training or an awareness of ELT methodology, which has resulted in an absolute lack of uniformity or appropriateness in the methods and approaches used by the teachers. Thus teachers’ opinion on their lack of competence, awareness, aptitude and training supports the extensive research carried out in the field of TESL especially after the 1960s and has provided the necessary proof of the relevance and validity of teacher education and training. It is therefore, high time to accept teachers’ views that lack of training in ELT/ESP methodologies is a major impediment to students’ learning of English in Engineering colleges in Tamilnadu.

Therefore, INSET programmes will empower teachers to impart the employability skills in their learners, as the role of English in the socio-economic development of India is undeniable [Mishra (2013)]. Trained teachers of English in engineering colleges can motivate students by illustrating with case studies on how good communication skills help engineers to improve their career prospects. They can help students to identify their own shortcomings in the four language skills. This awareness can be customized and strategized according to their regional environment to design innovative tasks for their students. Thus, a trained teacher is equipped with an exercising skill of lifelong learning and forms an impetus factor to impart outcome based learning modules.

References

Constantinides, M. (2001) Hall of fame teachers.ELT News, 11, 1-7

Sivaraman, K.N. (1984) Priorities in the In-Service Training of Teachers of English in Tamilnadu Colleges. Unpublished M.Ed Dissertation. University of Manchester. Manchester

Urr, P. (1986) In language teaching, which is more important: Language or teaching? The Teacher Trainer. Retrieved from http://www.tttjournal.co.uk/uploads/File/back_articles/In_Language_Teaching.pdf

Singh, R.K. (1981) The Needs/ Ends Framework of ESP in India. UNESCO Alsed – LSP Newsletter, 4, 2-6.

Zuljan, Milena Valen and Janez Vogrinc (Eds.) (2010) Facilitating Effective Student Learning through Teacher Research and Innovation. Faculty of Education, University of Ljubljana,Slovenia

Commission of the European Communities (2000). A Memorandum on Lifelong Learning. Brussels.

Strevens, P.New Orientations in the Teaching of English. Newyork: Oxford University Press, 1977.

Rubin, L.The In-Service Education of Teachers: Trends, Processes and Prescriptions. Massachusetts: Allyn& Bacon Inc, 1978.

Mishra, Uday Kumar (2013) Learning English for Development and Economy in India: A Socio-cultural Perspective. In Powell-Davies, Dr Philip and Professor Paul Gunashekar (Eds.), English Language Teacher Education in a Diverse Environment, Selected papers from the third international Teacher Educators conference Hyderabad,16-18 March. ELTAI.