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Importance of English Education at Kindergarten Level 
ByJoseph   posted on01 Mar, 12 10016 Views 0 Comments Main Feature Add to favorite

Case Study 3 Joe hails from a village situated near the tip of the Indian peninsula. He did his schooling in the regional language medium and only towards the end of the fifth standard he was introduced to English. ‘This is a pen’, ‘this is a book’, the teacher would say and the students repeated it in unison with boundless enthusiasm. It was like peeping into a new world altogether for the students. They were also introduced to the English alphabet and they used to write it hundreds of times as homework.

This was introduction enough for Joe to English, which he started using with gusto in conversations with anyone including the hapless beggars who used to visit his house for alms. Joe’s father used to reprimand him at times, though, on the whole he was delighted with his son’s adventure into the world of English.

For the sixth standard, Joe had to move to another school as the previous school became strictly a girls’ school. He liked his new English teacher, a gentleman, who knew Joe’s father and showed affection towards him. English became the passion for some of the students including Joe. There was no stress or pressure to learn. There was competition that pushed many students to learn well; but that did not give sleepless nights. It was joyful and successful. As a child, Joe liked to flaunt his knowledge of English. His elder brother and sister invariably became preys and they considered him an incorrigible foe at such times. He used to learn new words from the dictionary and ask his elder siblings the meanings of those words, especially when their father was around. Joe’s choice of words would be such that his siblings invariably wouldn’t know the meanings. “What do you study in school? Even the English words known to your younger brother is not known to you,” would be the father’s comment and Joe loved to hear this comment often.

For high school, Joe moved to yet another school, perhaps the best in the district run by the Jesuit fathers. He somehow started imbibing the spirit of English. He could discern the correctness of sentences written or spoken in English and if they were wrong he could correct them. He had developed a kind of in-built system though he could not, surprisingly, delineate what was wrong. This was haunting his mind and hence after writing the standard X examination he chose a good grammar book and made sure to learn parts of speech. This was a rewarding experience. Joe bought the Advanced Learners’ Dictionary and a few more books on English Idioms, English Proverbs and English Usage and put them to good use.

In class XII it became Joe’s hobby to torment the English teachers, who insulted his friends for lack of English knowledge, by drawing them into discussions of the nuances of English language where rules of exceptions came into play. Though very often he earned the wrath of such teachers he enjoyed it.

During the vacation he bought English learning CDs from a book-shop in the city and started practising grammar exercises, with the help of the computer that his dad had gifted to him. Many of his friends came to his house to play language games on the computer.

He also taught the village folk English with the help of the audio-visual material. His joy knew no bounds when one of the ordinary people of the village wanted to know about Shakespeare.

In short, English gave Joe a spirit of adventure and ease, and at that point of time in his transition from a village boy trying to become somebody not well defined, it assured him recognition. Above all, it opened up a vista of international knowledge source.

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