Language across the curriculum.pptx

related to B.Ed in India. language across curriculum is not only revolves around language as a system but its meaning is much more deeper. this course deals with relation of language with life . .and how teachers can prepare their students for it.

3. Language - meaning and nature

4. Course-iii
Language accross the
curriculum

Diksha verma
DEPARTMENT OF EDUCATION
HPU

M.Ed, M.Sc( mathematics), JRF

6. Language- meaning and nature

8. 1)Noam Chomsky 1957,"Language to be a set (finite or infinite) of sentences,
each finite in length and constructed out of a finite set of elements."


2) Wayne Weiten 2007, "A language consists of symbols that convey
meaning, plus rules for combining those symbols, that can be used to
generate an infinite variety of messages.”

11. Nature of language

12. Nature of language
●Language is symbolic in nature .
●Arbitrary system of sound- man made
●Language is systematic .
●System of vocal and verbal sounds.
●Conventional - outcome of evolution ,matter of time
●Productive and creative.
●Dynamic- changes according to need of society.
●Means of communication.
●Language is social in nature.

13. Scope of language

14. Scope of language
●Language and society
●Language and media
●Language and entertainment
●Language as a field of study - linguistics
●Language and language skills
●Language and education - higher primary
●Language and school subjects
●Language and culture
●Language and technology
●Language and history

15. Role of language
●Intellectual development
●Social development
●Cultural development
●Literary development

16. Role of language in life
Communicative function
Directive function
Developmental function
Informative function
Expressive function

17. Intellectual development

18. Role of language in intellectual development
●building block for all higher cognitive processes-problem solving strategies,
concrete reasoning and self-reflection.
●Concept attainment.
●Understanding of signs , symbols directions.
●Omission of speech disorder.

19. Role of language in Social development
● %'म0न तथ! श!वल क' शब्दI मE- “स!म!?जक ओवक!स स"खन/ क' वह $iय! ह0 ज* समत्ह क/
स्तर, पर2पर!ओ2 तथ! र#?त-?रव!जI क/ अन?कत्ल अपन/ आप क* ढ!लन/ तथ! एकत!, म/लज*ल
और प!रस्प?रक सहय*ग क' भ!वन! क/ ओवक!स मE सह!यक ह*त" ह0

20. Role of language

21. Role of language in emotional development
●Emotional development refers to the ability to recognize, express, and
manage feelings at different stages of life and to have empathy for the
feelings of others.
●र!स क/ अन?स!र– “ स2व/ग च/तन! क' वह अवस्थ! ह0 ?जसमE भ!व!त्मक तत्व क' $ध!नत! रहत"
ह0। “

22. ●Expressing feelings
●Developing adjustment ability .
●Provide words to emotions
●Provide limits
●Channelizing emotions
●Understanding others etc.

23. Role of language in cultural development
“If culture was a house, then language was the key to the front door, to all
the rooms inside.” — Khaled Hosseini, Afghan-born American novelist
and physician
Culture is defined as a “historically transmitted system of symbols, meanings, and norms.”
स2स्क??त क* "$त"कI, अथई और म!नद2डI क' ऐ?तह!ऐसक ?प स/ $स!?रत $ण!ल#" क/ ?प मE प?रभ!ओषत iकय!
गय! ह0।

24. Role of language in literary development









●Oxford dictionary : written works, especially those considered of superior or
lasting artistic merit.
Literary
Literature
Latin
Literatura
(a writing)

25. Role of language in literary development
● to write clearly and honestly;
●to recognize that writing is a way to learn and develop
personally to communicate with others;
● to find ways to generate ideas from others;
●to evaluate and revise what have written;
●to adapt expression to various audiences;
● to develop their talents for creative and imaginative
expression;
● and to recognize that precision in punctuation, capitalization,
spelling and other elements.

26. Characteristics of language developement

27. 1)It's different in four stages of human life -
a) Infancy (0-2 years)
b) Early Childhood(2-4 year)
c) Later childhood (5-7 years)
d) Adoloscent age ( 8 and above)

28. ●2-3 years •Child has a vocabulary of about 900 words
child is beginning to understand and use words for spatial concepts (in, on) pronouns
(mine, you) descriptive words (big, happy) numerical concepts (many, few) simple
and compound sentenes
● 3-4 years • Child has a vocabulary of about 1500 words
○Speech becomes more complex with more adjectives, adverbs, pronouns and prepositions •
○Past tense verb appears but may over generalize the words.
●4-5 years •Vocabulary approximately: 2,500 words
● Language is more abstract • Master most basic rules of language •
● Produces grammatically correct sentences
●5-6 years • Understand approximately 6,000 words • Use complex sentences quite
frequently • Use correct pronouns and verbs in the present and past tense

29. ● 6-7 years • Average sentence length is 7.5 words
Speak in complex sentences that use adjectival clauses •
Conditional clauses beginning with if begin to appear
Begins to read and write
Understands concepts of time and season

30. Characteristics of language development
2) It occur in stages .
crying
cooing
babbling
word

31. 3) young children master language very quickly with relative ease.
4) B. F. Skinner (1957) proposed that -language is learned through reinforcement.
5)language development is universal to all humans
6)Rate of language development is different in different individuals.
7 ) Receptive language develops prior than expressive language.
8) vygotsky’s view

32. Which factors affect language
development in a child ?

33. Factors affecting language development
Factors affecting language development
Physical
Health
Gender
Age
Social
Family
School-peer,tea
cher,curriculum
Community
Psychological
Intrest
Mental ability
IQ etc

34. ● The origins of language:
● No one knows exactly when or how human beings came up with spoken language.
● One hypothesis is that language began between 100,000 and 50,000 years ago,
with the advent of modern man, i.e. homo sapiens.
●This is well before the invention of the written language, about 5,000 years ago. We
have direct evidence and artifacts about writing.

What is Language ?
When and how language begun

35. Theories of language development
●Divine gift theory
●Pooh /interjection theory
●The ding dong theory
●The Yo –he-ho theory
●The sing – song theory
●The ta-ta theory
●The babble luck theory
●The tongue-tied theory
●The contact theory

36. Divine gift theory
●Assumption : language is gift of God to human.
●Proof : hinduism – language is originated from
aum – a(brahma)+u(vishnu)+m(mahesh)
●A Hindu belief: language came from Saraswati,
wife of Brahma, creator of the universe
● cristianity - Genesis 2/19: God created
Adam and “whatsoever Adam called every living
creature, was the name thereof.”

●The Qur’an: He said, “O Adam, inform them of
their names.” And when he had informed them of
their names… (Al Baqarah, 2/31-33) .

Why we have so many language if source is
One?

37. The Pooh – Pooh theory

●According to this assumption language originated
with the use of sounds that reflect emotions such
as pain, fear, hunger, surprise, and the sounds of
laughter and crying, etc. Some examples of these
sounds are üf, ayyy, yaa, vay, etc.
●However, these sounds of emotion do not
necessarily exist in the vocabulary of human
language. Therefore, it is not plausible to assume
that sounds of emotion are the basis for human
language.

38. The ding dong theory
●Max muller
● According to this theory, language began when our ancestors started
imitating the natural sounds around them. The first speech was
onomatopoeic--marked by echoic words (ओन*म/ट*प*इक - $?तध्व?नत शब्दI nव!र!
lच??नत ) such as moo, meow, splash, cuckoo, and bang.
Tik tok
Thunder
Clock – tik tik
Cow- moo

39. The Yo-He-HO theory
●According to this proposal, early human beings used
some sounds when they were doing some collaborative
work. For example, when they were lifting a huge animal
that they hunted, they used sounds to do their task for
physical coordination and to reach their message to their
friends that they share the burden of their job. It is
claimed that these sounds eventually turned out into a
language.
●The linguist A. S. Diamond suggests that these were
perhaps calls for assistance or cooperation accompanied
by appropriate gestures
●based on the notion that speech arose from physical
environmental needs which produced communal,
rhythmical grunts which later on developed into chants

40. The sing - song theory
●Dannish linguist Jasperson
●This contends that human speech arose from rhythmic primitive chants
associated with ritual dance.
●First words came from music.

41. The Babble-Luck theory
●Assume that - primitive man prattled like a child while at work and play.
●He babbled and by luck that babbling get attached to a meaning.
●Observing his own children and grandchildren, Thorndike noted that these
babblings sometimes repeated themselves in connection with the same act or
object, at first by chance, then deliberately.
●Thus a primitive man may have babbled "ik" as he poked with a stick or "kuz"
as he dug up a clam, then repeated the sound when he poked or dug again.

42. Ta – Ta theory
●proposed in 1930 by Sir Richard Paget.
● Sir Richard Paget, influenced by Darwin, believed that body movement
preceded language

●Language began as an unconscious vocal imitation of these movements --
like the way a child's mouth will move when they use scissors, or my tongue
sticks out when I try to play the guitar. This evolved into the popular idea that
language may have derived from gestures.cked manual gestures, rendering
them audible.

43. The Tongue –tied theory / Ta-Ta theory

● Originally a set of physical gestures was developed as a means of
communication, Then a set of oral gestures, specifically involving the mouth,
developed for expressing ideas. Physical gesture (except mouth) Physical
gesture (including mouth) Speech sounds.
●People use some nonverbal communication when they speak. For example,
we wave hands to say good-bye; we nod our heads to show our approval or
to mean ‘yes’, we produce a sound by our tongue when we mean ‘no’. The
oral-gesture source suggests that language started with the gestures that we
use by our mouth and other speech organ

44. The contact theory
●Social contacts were the base of language origin.
●Sound of contact ( expressive only )
●Then came the cry( directed to enviornment )
●Then the word

45. Unit-2
(curricular provision, policies for language
education and development of language
development)

46. Position of language in india
●Article 343-351
●Article 351 A
●KOTHARI COMMISION (1964-66)
●NPE(1986)
●POA-1992
●NCF 2005(LANGUAGE EDUCATION)
●NCFTE-2009(LANGUAGE EDUCATION)

47. Meaning, importance and need of development of
language skills
●Language skills:
●Language is essentially a skill. It is not a content-based subject like-Science, Social Studies,
Commerce, Mathematics, etc., which aim is to imparting information and fill the human mind with
knowledge

●language is a skill, it naturally comes under psychomotor domain.
●A skill may be called the ability to do something well.

48. Contd..
●Language skill is a complex skill that has four sub skills:

49. Classification of language skills
●Speaking and writing are called productive skills
because while using these skills a learner/user
is not only active but also produces sounds in
speaking and symbols (letters, etc.)
● listening and reading are considered receptive
skills because here a learner is generally
passive and receives information either through
listening or reading.

Productive
(active)
writing
Speaking
Receptive
(passive)
Listening
Reading
Classification
of langauge
skills
Aural –oral
skills
Speaking Listening
Graphic
motor skills
Reading Writing

50. Listening skill
●Listening comprehension is the receptive skill.
● Listening means to understand what we hear.
Types of listening
Interactive ( we have a chance
to speak) -Calls, discussion
and face to face conversation
Non-interactive ( we don’t have
a chance to speak) - Watching
TV and videos .

51. Methods of development
●Beginners should be given more chances for listening.
●Speak slowly and as close to natural speed as possible.
● Using shorter sentences, and the number and length of pauses in your
speech.
● Reduce distractions and noise.
●Use equipments like TV, radio, tap recorder.
● Repeat or play the text twice or thrice.
❖Give them a listening task as home task listening news.

52. Reading skill
●Reading is the receptive skill in the written mode.
●It can develop independently of listening and speaking skills.
● Reading can help build vocabulary that helps listening comprehension
Kinds of reading
Loud readingSilent reading

53. Speaking skill
●speaking is the productive skill.
● There are three kinds of speaking
Types of speaking

non-interactive
(Sermons and
Speeches)
 partially
interactive
( Lecture )
 interactive, (
discussion,
dialogue)

54. Methods to develop
●Communicative teaching
●Mistakes should be welcome
● Actions with Speaking/gestures
●Activities imitating, answering verbal cues, interactive conversation, oral
presentation
●Content of speaking should be practical and useable in real life.
● Provide appropriate feedback, but dont interrupt communication.
●Address both interactive fluency and accuracy.
●Encourage strategies like asking for clarification, paraphrasing, gestures, and
initiating (hey, so, by the way)

55. Methods to develop
●For beginners reading text should be simple in terms of grammar and
vocabulary.
● The text should be relevant to the context, real life and background
knowledge of reader.
● Use reading strategies prediction, Guessing from the context, skimming and
scanning.
●Silent Reading vs. Reading Aloud Reading aloud improve pronunciation and
silent reading focus comprehension.
●Grammer cum translation method

56. Writing skills
●Writing is the productive skill in the written mode.
● It is more complicated , seems to be the hardest of the skills.
● It involves not just a graphic representation of speech, but the development
and presentation of thoughts in a structured way.

Kinds of writing
Free writing
(Free for collecting ideas )
Process writing
( process for polishing
writing piece)

57. Methods of development
● Copying text word for word.
●Writing what you dictate.
●Imitating a model.
●Filling in blanks in sentences or paragraphs.
● Taking a paragraph and transforming certain language, for example changing
all verbs and time references to past tense
●Summarizing a story text, video, or listening clip.

58. Importance of developing language skills
●Helps in Holistic development of individual- cognitive,psychological,social and
literary.
●Achievement in school subjects
●Achievement in life activities
●Bettr relationship establishment
●Better adjustment.

59. Approaches of language learning

61. ●Approaches to Learning focuses on how children learn.
●TEACHING APPROACH is a set of principles, beliefs, or ideas about the
nature of learning which is translated into the classroom. ऐशक्षण ??ष्टक*ण
स"खन/ क' $क??त क/ ब!र/ मE ऐसnध!2तI, ओवश्व!सI य! ओवच!रI क! एक समत्ह ह0 ?जसक! कक्ष! मE
अन?व!द iकय! ज!त! ह0
Teacher
centered
Learner centered
Content centered

62. traditional method
● Traditional method of teaching is when a teacher directs students to learn
through memorization and recitation techniques thereby not developing
Critical thinking.
●According to Franke, a language could best be taught by using it actively in
the classroom. Rather than using analytical procedures that focus on
explanation of grammar rules in classroom teaching, teachers must
encourage direct and spontaneous use of the foreign language in the
classroom.
Direct
No translation
No grammer
rules
(monolingual )
Active use of
language

63. ●Use inductive approach i.e. Having learners find out rules through the
presentation of adequate linguistic forms in the target language.
●Teaching vocabulary through pantomiming, real-life objects and other
visual materials
●Psychologically it is a sound method as it proceeds from the concrete to
the abstract.
●this method can be usefully employed from the lowest to the highest
class.

64. Grammer cum translation method
●By the mid 19th century the method had been adopted for teaching
modern languages by German scholars such as Karl Plötz and Johann
Seidenstücker.

Gramatical rules are
taught
Focus on Translation

65. ●Classes are taught in the mother tongue, with little active use of the
target language
●Much vocabulary is taught in the form of lists of isolated words.
●Often the only drills are exercises in translating disconnected sentences
from the target language into the mother tongue.
●Little or no attention is given to pronunciation.

66. Text book method
●According to Garinger, (2001):
“Textbooks play a very crucial role in
the realm of language teaching and
learning and are considered the next
important factor (element) in the
second/foreign language classroom
after the teacher.”
• The textbook determines the components’ and
method of learning. It controls the contents, the
method and the procedures of learning.
• Students learn what is presented in the textbook, in
other words the way the
textbook presents materials is the way the students
learn it.
•Readymade material to teacher .
Reading practice : loud and silent

67. Communication method
●The communicative approach, as its name suggests,
focuses on getting students to communicate—orally and
in writing—in real-life scenarios in the target language.
●Explicit grammar instruction is not a core part of this
approach.
●All four skills are emphasized.

68. PRINCIPLE OF TEACHING
●It has been adopted from the Latin word “princeps” which means the
beginning or the end of all thing.
● Principle is a comprehensive law or doctrine, from which others are derived.
(Webster) ऐसnध!2त एक व्य!पक क!नत्न य! ऐसnध!2त ह0, ?जसस/ अन्य व्य?त्पन्न ह*त/ हG।
(व/बस्टर)
●Principle is a rule for guiding the ship of education and compass by which
path of education is directed. (Hopkins) ऐसnध!2त ऐशक्ष! क/ जह!ज क! म!गर्यदशर्यन करन/
क! एक ?नयम ह0 और ऐशक्ष! क! म!गर्य iकस ?दश! मE ?नद6ऐशत ह*त! ह0।

69. Principles of teaching
Principle of individual differences.
Principle of active learning.
Readiness
Activity
Interest
Definite aim
Linking with life
Planning and organisation
feedback
व्य?क्तगत मतभ/दI क! ऐसnध!2त।
सiय स"खन/ क! ऐसnध!2त।
तत्परत!
ग?तओवlध
ब्य!ज
?न?श्चत लक्ष्य
ज"वन स/ ज*ड़न! य*जन! और
स2गठन
$?तiय!

70. Maxims (ऐशक्षण सत् ) of teaching and learning

● Maxims are short statements like a dictum that are treated as general rule of
conduct म0?क्सम एक छ*ट/ बय!न हG ?जन्हE आचरण क/ स!म!न्य ?नयम क/ ?प मE म!न! ज!त! ह0.
●Universal facts found out by teachers after years of experience . वषई क/ अन?भव क/ ब!द
ऐशक्षकI nव!र! ख*ज/ गए स!वर्यभ+ऐमक तथ्य
●They accelerate momentum of teaching-learning process and help in achieving
success in a classroom.
ऐशक्षण हम/ iकस म , और क0स/ द/न! ह0। इस स2दभर्य मE अन/क मन*व0ज्ञ!?नक न/ अपन/ ओवच!रI क* $स्त?त iकय! ह0
।
इस अन?भव क* ब!लक* क/ समक्ष $कट करन! ऐशक्षण सत् कहल!त! हG।

71. Maxims of teaching
● From Known to Unknown
●From Simple to Complex
● From Concrete to Abstract
● From Particular to General
●From Whole to Part
●From Psychological to Logical
● From Induction to Deduction
● From Empirical to Rational
● From Analysis to Synthesis
ज्ञ!त स/ अज्ञ!त तक
सरल स/ ज?टल तक
क2'ट स/ स!र तक
ओवश/ष स/ स!म!न्य तक
स2पत्णर्य स/ भ!ग तक
मन*व0ज्ञ!?नक स/ त!iकर्यक तक
इ2डक्शन स/ औडडक्शन तक
अन?भवजन्य स/ तकर्यस2गत
तक
ओवश्ल/षण स/ स2श्ल/षण तक

72. KOTHARI COMMISSION
https://www.slideshare.net/AmruthaMV/kothari-commission
The three language formula after due modification
should be used as medium of instruction.
The mother tongue or regional language should be
compulsory at the lower primary stage.
The official language Hindi or associated language
English should be added at the higher primary stage.
The modern Indian or European language may also be
studied the secondary stage
LANGUAGE
POLICY :

74. LANGUAGE
EDUCATION
Regional
language
Hindi
International
language
Sanskrit
Three
language
formula
NPE 1968
●https://www.education.gov.in/sites/upload_files/mhrd/files/document-reports/N
PE-1968.pdf

75. POA 1992 ;
●ACHARYA RAM MURTHI (1990): report presented by HRD minister Sh. Arjun
Singh presented the REVISED NATIONAL POLICY ON EDUCATION in the
parliament on May 1992.
● This policy gave main emphasis to the education of tribes.
● Curriculum & study material should be developed in the language of tribal
people.

77. NCF 2005 and School Subjects Languages
●– The importance of language in the life of any human being needs no
emphasis. Language plays a very important role in the all round development
of a child. It shapes the child's world, gives him / her means of expressing
himself / herself, contributes to his / her emotional growth, besides academic
and all other aspects of life..
●The purpose of language learning is the attainment of basic proficiency and
the development of language as an instrument for basic interpersonal
communication and later for abstract thought and knowledge acquisition.

78. ●- iकस" भ" इ2स!न क/ ज"वन मE भ!ष! क/ महत्व पर ज*र द/न/ क' ज?रत नह#2 ह0। बच्च/ क/
सव!Mग"ण ओवक!स मE भ!ष! बह?त यह बच्च/ क' द??नय! क* आक!र द/त! ह0, उस/ ख?द क* व्यक्त
करन/ क! स!धन द/त! ह0, उसक/ भ!वन!त्मक ओवक!स मE य*गद!न द/त! ह0, इसक/ अल!व!
श0क्षhणक और ज"वन क/ अन्य सभ" पहल?ओ2 परमहत्वपत्णर्य भत्ऐमक! ?नभ!त" ह0। ।
●भ!ष! स"खन/ क! उnद/श्य ब??नय!द# दक्षत! क' $!??त और ब??नय!द# प!रस्प?रक स2च!र क/ ऐलए
और ब!द मE अमत्तर्य ओवच!र और ज्ञ!न $!??त क/ ऐलए एक उपकरण क/ ?प मE भ!ष! क! ओवक!स
करन! ह0।

79. ●Multilingualism, which is constitutive of the identity of a child and a typical
feature of the Indian linguistic landscape, must be used as a resour ce,
classroom strategy and a goal by a creative language teacher. बह?भ!ष!व!द, ज*
एक बच्च/ क' पहच!न और भ!रत"य भ!ष!ई प?र?श्य क' एक ओवऐशष्ट ओवश/षत! ह0, क! उपय*ग
एक रचन!त्मक भ!ष! ऐशक्षक nव!र! स2स!धन, कक्ष! रणन"?त और लक्ष्य क/ ?प मE iकय!
ज!न! च!?हए।
● Children with language-related impairments should be introduced to standard
sign languages, which can support their continued growth and development to
the fullest.

80. NCF 2005
LANGUAGE EDUCATION
SECOND LANGUAGE
ACQUISITION
LEARNING TO READ AND
WRITE
MOTHER TONGUE
EDUCATION

81. NCFTE 2009

Language proficiency of the teacher needs to be enhanced, but existing
programmes do not recognize the centrality of language in the curriculum.
ऐशक्षक क' भ!ष! दक्षत! क* बढ़!न/ क' ज?रत ह0, ल/iकन म+जत्द! क!यर्यम प!औयम मE भ!ष!
क' कE!#यत! क* म!न्यत! नह#2 द/त/ हG.
●https://itforchange.net/sites/default/files/1176/national_curriculum-for-teacher-
education-2009.pdf

82. ●Language cuts across the entire school curriculum. In the context of ‘What should
teachers know and be able to do?’ the role of language as a medium and tool of
communication assumes great importance. A teacher talks, explains, illustrates,
translates, guides, instructs, cautions, motivates, encourages, and plays
various other roles. All of these imply an appropriate and context-specific use
of language. Concepts, constructs, examples are the building blocks of knowledge
and all these are language-based. This makes the teacher’s language competency
and his proficiency in communication skills a critical factor in her/his effective
performance whether inside the classroom or elsewhere. No doubt the teacher
should know her subject, it is no less important at the same time that she should be
able to communicate it in a manner that would enable her/his students to
comprehend it and analyze it.

83. ●भ!ष! पत्र/ स्कत्ल क/ प!औयम मE कट+त" करत" ह0। 'क्य! च!?हए' क/ स2दभर्य मE ऐशक्षक एक म!ध्यम और
उपकरण क/ ?प मE भ!ष! क' भत्ऐमक! क* ज!नत/ हG और करन/ मE सक्षम हG?
स2च!र बह?त महत्व रखत! ह0। एक ऐशक्षक ब!त करत! ह0, समझ!त! ह0, ?दख!त! ह0, अन?व!द करत! ह0,
म!गर्यदशर्यन करत! ह0, ?नद6श द/त! ह0, स!वध!न करत! ह0, $/?रत करत! ह0, $*त्स!?हत करत! ह0, और ओवऐभन्न
अन्य भत्ऐमक!ए1 ?नभ!त! ह0। य/ भ!ष! क! उपय?क्त और स2दभर्य-ओवऐशष्ट उपय*ग दश!र्यत/ हG।
अवध!रण!ओ2, ?नम!र्यण,उद!हरण ज्ञ!न क/ ?नम!र्यण ख2ड हG और य/ सभ" भ!ष! आध!?रत हG। इस
ऐशक्षक क' भ!ष! य*ग्यत! और स2च!र क+शल मE उसक' दक्षत! कक्ष! क/ अ2दर ह* य! कह#2 औरउसक/ $भ!व"
$दशर्यन मE महत्वपत्णर्य क!रक बन!त! ह0
इसमE क*ई शक नह#2 iक ऐशक्षक क* अपन! ओवषय पत! ह*न! च!?हए, स!थ ह# यह भ" कम महत्वपत्णर्य नह#2
ह0 iकवह इस/ इस तरह स/ स2$/ओषत करन/ मE सक्षम ह*न" च!?हए ?जसस/ वह अपन/ छ!I क*
इस/ समझE और ओवश्ल/षण करE.

84. ●In teacher education, irrespective of its stage specificity and the content area
all teacher education programmes must focus on and accord high priority
to the development of student teacher’s language competence and
communication skills. If this is not done, teacher effectiveness will be
considerably jeopardized. ऐशक्षक ऐशक्ष! मE, इसक' म2च ओवऐशष्टत! और स!म" क्ष/ क'
परव!ह iकए ?बन! सभ" ऐशक्षक ऐशक्ष! क!यर्यमI ko छ! ऐशक्षक क' भ!ष! क्षमत! और स2च!र
क+शल pr ध्य!न कE?!त करन! च!?हए और ओवक!स क/ ऐलए उच्च $!थऐमकत! द/न! च!?हए ।
य?द ऐस! नह#2 iकय! ज!त! ह0, to ऐशक्षकI क' $भ!वश"लत! क!फ' खतर/ मE पड़ ज!एग"।

85. Thank you