Teaching in two tongues rethinking the role of language(s) in teacher education in India

Menon, Shailaja and Viswanatha, Vanamala (2014) Teaching in two tongues rethinking the role of language(s) in teacher education in India. Contemporary Education Dialogue, 11 (1). pp. 41-65.

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Abstract

This article is a sharing of emergent ideas about the potential role of languages in teacher education (TE) programmes in multilingual contexts in India. Languages play a critical role in TE programmes where they shape both the learning as well as the future teaching of prospective teachers. This role acquires particular significance in multilingual contexts, such as those encountered in most Indian settings. We draw upon multiple disciplines to develop a theoretical conception of language and language learning that is both socio-culturally located as well as critical in nature. We contextualise the discussion by describing the situation vis-à-vis languages and language teaching in India. Next, we develop and describe a rationale for adopting a bilingual/multilingual position in TE programmes in India. Finally, we describe a few possibilities for the practice of language teaching. The article should be read as an invitation to further study and dialogue, rather than as a definitive position on the issues addressed.

Item Type:	Article
Authors:	Menon, Shailaja and Viswanatha, Vanamala
Uncontrolled Keywords:	Multilingual education, critical theory, language education, teacher education, higher education
Subjects:	Social sciences > Education Language
Divisions:	Azim Premji University - Bengaluru > School of Education
Full Text Status:	Restricted
Related URLs:	Google Scholar
URI:	http://publications.azimpremjiuniversity.edu.in/id/eprint/273
Publisher URL:	https://doi.org/10.1177/0973184913509752

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