Sultana, Sajida
(2017)
Teaching of grammar and reading skills in
english classrooms: A case of madrasas in
Hyderabad.
Language and Language Teaching, 6 (1).
pp. 43-47.
ISSN 2277-307X
Abstract
The inclusion of English as a subject in the
curriculum is fairly recent in some madrasas
and an established practice in others. The
present day madrasas are making an effort to
modernize their education system by
including mainstream subjects such as
English, Mathematics, Science, and
Computers in their curriculum, thereby
combining both contemporary and religious
subjects. In this paper, I will look at how grammar and
reading are taught in the English classrooms
in madrasas. I chose to study the teaching of
grammar and reading skills because these
were the two most frequently taught skills in
the 10 classrooms that I observed across 5
madrasas in Hyderabad, India. The two skills
mentioned here are specific to the madrasas
that were visited during the study. The
teaching of English may vary in other
madrasas depending on the language
requirements of the students. I would like to
state here that investigation into the various
methodologies of teaching English in madrasas
is seldom reported. Stern (1992, p. 48) mentions
that research into the study of language teaching
contexts needs analysis, and evaluation, and
selection of the curriculum content. These
contexts need to be carefully analysed
for effective planning of language courses
and could be collected using linguistic,
sociolinguistic, cultural, historical, sociological
or literary documentation.
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