#65, Article: ‘Allow Reading Aloud to Feel Proud

ALLOW ‘READING ALOUD’ TO FEEL PROUD

*Dr. G.A. Ghanshyam

Head, Department of English, Govt. M.L.Shukla College, Seepat, Bilaspur (C.G.) India. Email: gagshyam@gmail.com

Speech is civilization itself. The word, even the most contradictory word, preserves contact – it is silence which isolates.

– Thomas Mann

Speech, the first form of communication came much earlier than the written form of

language in the progress of civilization. Even today there are many tribes, which have an oral form of language with a non-existent written script. Though writing preserves the wisdom, knowledge and experience of man for posterity, yet it is the spoken form of the language that      gains in stature and priority.

The world in which we are living today is a globalized world, a world entirely dependent on effective modes of communication. Language being the medium of communication, it is essential that a certain degree of perfection be achieved in the area. According to Ludwig Wittgenstein “What can be said at all can be said clearly; and whereof one cannot speak thereof one must be silent.”                                                    –

Lucidity and clarity of the spoken word is very essential for communication to be effective and useful. All our social, personal, political and economical interactions are based on the foundations of correct and accurate use of the language; that is an efficient communication system. So language learning occupies a pivotal place in our life.

Language learning involves development of the four basic skills, LSRW that is listening, speaking, reading and writing. So for the development of speech skills firstly what we require is to listen to the language being spoken. Listening is placed first in the acquisition of language skills because it is through listening and imitation that a child learns a language. And when the child imitates he does so in the spoken form. Only after the first two skills are developed the child goes on to acquire reading and writing skills. However in case of second language learning the students have to face a serious handicap and that is the lack of proper environment conducive to the development of the first two skills. In such a case it is primarily through the development of the third skill, reading, that a learner can learn to speak correctly.

Acquisition of language requires the development of the vocabulary and comprehension powers of the learner. Unless the student is placed in an atmosphere that helps him/her to imbibe and develop these skills, language learning will pose a problem. For a learner to be proficient in the language, nuances of the language need to be learnt.

Second language learning like ESL is an essential part of our curriculum today. In this age of globalization and revolutionary advancement of communication, English has become a universal language, a language that has broken down barriers and immensely contributed to the emergent trend of the world being seen as a ‘global village’. In the Indian context, English has not only shed its colonial image and taken roots in the native soil but has also transcended the regional divide effectively. Recognition of English as the second official language and the immense potential that it has come to represent for the skilled human resource of the country on a global level has greatly increased the importance of the language.

Though English has been included in our course curricula from the school level continuing till the time we graduate, yet the level of competence achieved in the language is hardly satisfactory. Learning in an atmosphere that is not very favourable to the development of the language skills hampers the learners’ progress. As there is not much scope for the student to listen and speak the language as a part of their learning process, it is essential that proper concentration and guidance be given to the development of reading skill.

Reading has various advantages and plays an important role in the acquisition of language. Reading can be of two kinds- silent reading and reading aloud. Silent reading has its own benefits but in the present case scenario that is in the development of language skills, reading aloud needs to be emphasized.

Acquisition of language especially for oral communication requires proper attention to be given in the acquiring of the various nuances of the language like pronunciation, intonation, stress, pauses, punctuation, voice modulation, expression, etc.

However despite its importance the art of reading is steadily getting lost among the new generation of students.

‘Reading’ as a habit is fast disappearing amongst the younger generation. They would prefer to see a movie adaptation of a novel or a play because ‘reading’ can be time consuming. (Major, 2004: 31)

Advent of the electronic media and modern modes of computer-based education is distancing the learner’s from the printed texts. Gradually they are losing touch with books and joys of reading. It is therefore very essential that:

The student must be trained to read and think about the text rather than just listen to lectures on its literary and linguistic nuances. (Jose, 2003: 27)

Reading aloud is the closest that an average Indian student can get to speaking and listening to the language. For development of oral communication in English, which has gained much importance in the present context, it is necessary that the student learn to speak correctly. Reading aloud gives them an opportunity to not only practice their speech skills but also develop the confidence to speak in public. The practice also provides the student with an opportunity to correct himself/herself wherever he/she falters while reading.

It is a common phenomenon in India that the teachers of English have to hassle a lot in motivating and inspiring the students to speak English, the target language. The disinterestedness and the lack of motivational approach from the teacher have made the target language the most vulnerable among the learners. Keeping reading aloud in mind I have undertaken the responsibility of motivating the students and also to create interest among them towards English. During my teaching in the English class, I planned to carry out an experiment of reading aloud in English with the undergraduate class in the rural area, so as to make them confident, efficient and determined. The students who were reluctant to utter a single word in English have been asked to read the textual lesson in the class everyday.

Before setting out with the execution of my experiment, it would be worthwhile to have a glimpse of the problems faced by the miserable lot of English teachers, and the objectives that we aim to achieve by overcoming these obstacles to knowledge.

OBSTACLES TO PROGRESS:

Innumerable problems and obstacles plague the job of an English teacher in his/her professional life. Some basic problems hampering the progress of the class are:-

• Fear Psychosis: The foremost problem that we face in an English class is the inherent fear amongst the students regarding the language. The fear generated by the tyrannical and high-handed attitude of some teachers combined with the unfamiliarity of the language gives birth to a fear of the language, its supposedly difficult structure and composition.
• Hesitation: The effectiveness of the English class can be best judged when the students are asked to speak the language. Even the most interested and active student start whimpering about their inability to do so. The self-conscious attitude of the students, fear of peer response and mistakes, never lets them to make progress leading to their hesitation to speak English.
• Lack of Confidence: Fear and hesitation on their part leads to a lack of confidence and pessimistic attitude amongst the students. Even before trying to speak a single word they already decide about their inability to do so. Lack of confidence never lets them to get across the obstacles that are an impediment to language learning.
• Faulty pronunciation: English being the second language for us it is quite natural that our pronunciation will not be the same as that of the native speakers of the language. But efforts can be made to correct our speech and attain perfection. Faults in pronunciation are a problem that needs to be dealt with proper guidance along with other nuances of the language like stress, intonation, etc.
• Lack of Congenial Atmosphere: A congenial atmosphere that is conducive to effective learning of a language is necessary for effective learning. However in case of a country where English is considered a language of the elite, a foreign language, there is a paucity of favourable and positive atmosphere which will help the students to learn the language in a better way.
• Lack of Interest: “Mention General English and the students lets out a groan.” (Jose, 2003: 27) General English classes don’t come in the priority list of subjects for the students. There is a collective uninterested-ness amongst them regarding the English class, which can be ignored and neglected in favour of the more important main subjects. This lack of interest and motivation is a major problem that is faced by the English teachers in colleges.
• Lack of Student-Teacher Interaction: The course syllabus of General English is concentrated more on the development of the writing skill in the language than on oral communication. Pressurized by time constraints the General English class lacks in a very important aspect of good and effective learning atmosphere and that is a lack of student-teacher interaction.

Keeping in mind the above problems amongst a plethora of others that plagues the English classroom, I undertook the experiment in ‘Reading Aloud’ with the following objectives:

Objectives of Reading Aloud:

• Removal of Fear and Hesitation: The foremost task in the learning process is to remove the misconceptions and the resultant fear and hesitation of the students regarding the language. Only when the students approach the subject with an open and positive mind without any dread or hesitation they can imbibe the language learning lessons better.
• Development of a Congenial Atmosphere: The next step in the process of effective language learning is the creation of a congenial atmosphere, which will help the students in their task. Language learning involves the development of four skills of LSRW. Students should be provided with an atmosphere that will help them to imbibe these skills better.
• Familiarity: Frequent use of the language not only in the written form but also while speaking in the class will help to increase the familiarity of the students with the language. This will develop an affinity with the language thereby contributing to the creation of a congenial environment between the students and the teachers.
• Speech Skills: The case study is undertaken with a purpose to develop and enhance the speech skills of the students, giving them proper guidance regarding the various nuances of the language. Proper development of these minute points inherent in a language will undoubtedly strengthen and perfect the language skill of the students.
• Comprehension Power: Development of language skills also involves the development of the comprehensive power of the students. Unless they understand the text they read, the whole exercise will prove futile. A level of comprehension power needs to be achieved in the development of language skills.
• Attitude Building: A positive and confident attitude is the pre-requisite to proper learning and utilization of language skills. The learning process should play an important and effective role in the development of the students’ attitude towards learning and using the language.
• Art of Oratory: Oratory has always held a high position from times gone by. Oral communication is a skill that is of prime importance for each and every individual in this highly competitive world. The exercise is aimed to meet this end and develop the art of speaking amongst the students.
• Student-Teacher Interaction: For effective learning and teaching experience it is essential that a positive and productive interaction be developed between the teachers and the students. An open and interactive channel between these two pillars of education will not only help the process of learning but will also contribute in bridging the gap between students and teachers that hampers the education process.
• Development of Interest: The most important and crucial factor for an English teacher is the development of interest for the subject amongst the students. It is only when a level of interest and an eagerness to learn is generated in the students will they imbibe the lessons better. Motivation is the key, which is needed to keep the wheels of education properly oiled and in perfect shape.
• Learner Oriented Education: Giving prime importance to the students by making the learning process in class learner oriented will certainly help in generating interest amongst the students. When students are assigned the prime role and given an active part to play in the learning process, they will undoubtedly take more interest in the class.

There are countless problems related to an English class. But when there is a will there is a way. So with a positive approach regarding the Herculean task of removing the obstacles, an experiment was undertaken with the aim to realize the above-mentioned objectives. The experiment involved an exercise in ‘Reading Aloud’ in order to feel proud.

CASE STUDY

CLASS: Undergraduate Class in a Rural College.

NUMBER OF STUDENTS:  Approx. 40.

AVERAGE LEVEL OF STUDENTS: Undergraduate, I^st Level, Hindi Medium.

EXERCISE: Reading Aloud of the Text.

TIME TAKEN: Regular Class of 40 Mins. and Extra Class of 1 Hour.

TASKS INVOLVED: Reading of Prose Works, Stories, Articles, Poetry and Plays.

STEP I: Xerox copy of the material to be read in class is distributed among the students. The passage chosen for reading is a simple one containing the words of day-to-day use to which the students haven’t been exposed yet.

The teacher reads the passage for model reading and the students are advised to listen properly and to pay attention on the speed, pronunciation, punctuation, style, voice modulation, and so on.

After the teacher reads out the passage one of the student is asked to read out the

passage. The learner or the student who comes from the socio-economically and academically backward background feel hesitant, lose confidence and moreover are shy of committing mistakes. The teacher who plays the role of a facilitator must create a jovial, inspiring, cooperative and congenial atmosphere for them to come out of their cocoons and shine confidently with pride in themselves.

STEP II: The teacher must not stop the student from reading if he/she commits mistakes, because this hampers the flow of reading and also creates discomfort and low level of confidence amongst the readers. Then the teacher must carefully make a note of not only the mistakes committed but must also observe and note various other feature required for reading aloud (Like pronunciation, punctuation, stress, intonation, voice modulation, etc.).

STEP III: After the student reads out the passage the teacher must pat him for his reading and encourage him. The mistakes committed by the students are to be pointed out in a sportive way and must be told to rectify. Then the teacher must ask the student to re-read the passage incorporating the corrections told by the teacher. This must go on till the students read the passage. It may not be equal to the level of the teacher but it should be able to make him feel proud of himself.

STEP IV: After this simple passage the difficulty level of the passage is to be increased and the same procedure undertaken earlier must be followed.

STEP V: Carrying out the experiment to the next level some poems prescribed in the course having an inherent expressive quality in them was taken for recitation. The activity of recitation that was carried out in the past and has become lost in the present is being revived. This exercise would help them to express the emotions, feelings and the very soul of the poem. Reading of the poem is entirely different as compared to passage reading. This exercise will help in promoting creativity to use their body language according to the words.

STEP VI: After poetry the reading aloud is shifted on to drama wherein the students are guided to use dialogues. The expressions that they have learned in the previous step are put into practice by helping them to give voice to an identity. Once again the innovative and creative teacher will work as a facilitator in guiding them to play their respective roles. With the delivery of the dialogue the teacher must observe the proper force required to utter the word, clarity of speech and, gesture and posture of the student.

Undertaking these steps will re-charge a positive energy in the students and they will readily take up English for their reading. The steps used have shown a tremendous response and has created a sensation in the minds of the socio-economically and academically backward students. This activity has motivated the students to read the textbook, which they read only before the exams. The exercise of reading aloud has provoked the students to come out of their complacent attitude towards the language and use it effectively for communication as well. This approach has created in them an interest and at the same time love towards the language. This method has proven the fact that if good, congenial and cooperative atmosphere with a proper guidance is provided, the students of the rural area will be second to none in using, communicating and expressing the target language, English.

The experiment has led to the positive observations regarding improvements in the language skills and over all confidence level of the students.

• Development of interest.
• Removal of hesitation, fear and shyness.
• Increase in confidence and positive attitude.
• Improvement of language skills- LSRW in one single practice.
• Active participation of students.
• Practice of public speaking.
• Enhancement of comprehension level.

Before concluding my case study on a positive note of success it would be worthwhile to

ponder on certain points that need to be kept in mind before applying the present experiment into further use.

• Book Selection: Choose a book that you yourself enjoy, and never hesitate to re-consider your choice if the book appears to be a mistake. Age, intellectual and emotional level of students is to be kept in mind while selecting the material for reading.
• Preparation:  Read yourself and lead by example. Self-reading is important to ‘read aloud’ with the students. Practice what you preach.
• Interaction: Positive participation should be encouraged amongst the students; this will help in holding their attention and also provide relief from monotony of a reading session. Along with enhancing language skills this will help the students in thinking ‘out of the box’.
• Questions: The class can be made interactive best through the use of questions. This will stimulate their mind and make them to think.
• Style: Guide the students to hold the listeners’ attention by voice modulation and intonation. Proper guidance is to be provided regarding the setting of pace and pitch according to the demands of the text. Artificiality in diction should be discouraged.
• Expression: Plenty of expressions are to be encouraged while reading as per the requirements of the text.
• Pleasure: Take pleasure in reading. Reading should be made an enjoyable experience and not something to be dreaded. It should not be tied down always as an instrument of evaluation and threat, or be confined into the narrow confines of classroom work.
• Interpretation: Students are to be encouraged to form their own interpretation of the text as an exercise in increasing their comprehension level. The teacher should not force his own interpretations on the student as this will curtail their interest in reading.
• Versatility: An approach of versatility is to be maintained throughout the reading session. What to read, how to read, and provide clues; where to stop, think and interact; are some of the points that needs to be decided and handled in an innovative manner. Approach should be versatile and flexible not rigid and dogmatic.
• Posture: Correct posture is to be maintained during the reading session. Too much relaxation and the student will feel drowsy. The student should stand properly while reading and sit straight up while listening. They should remain alert and active.
• An Everlasting Experience:  Include reading aloud as a daily activity. Make it as a ‘family’ classroom time for the student when they can connect, cooperate and interact with each other and also with the teacher. Be enthusiastic in your attitude and approach so much so that it infects the students too.
• Evaluation: Evaluate the student’s mental ability by encouraging projects and group work based on the reading activity. But don’t evaluate through marks for this will destroy the magic and joy of reading tying it down to just another activity to score grades.

Man cannot survive in isolation. Communication is the key, which connects and interlinks man to man and man to society. Language is thus an important factor responsible for proper development and maintenance of emotional, political, economical, personal and social relations. ‘Reading Aloud’ is an effective and time-tested procedure through which language can be learned, practiced and utilized. Potential of language is immense because it is mainly through language that we communicate and interact but correct and accurate use of language is equally essential to utilize this potential effectively and to its optimum level. ‘Reading Aloud’ is the way through which we can achieve this potential that holds this world together and paves the way to progress in life. To progress you need self-confidence because when you are confident you value and pride yourself. Thus TO FEEL PROUD one must READ ALOUD.

WORKS CITED

1. Dr. Mehru M. Major, “Play Reading-Its Role in Developing Communicative Skills and Beyond”, JELT, vol.40/3 2004 May-June.

1. Dr. Claramma Jose, “Reading Aloud: An Experiment in Confidence Building”, JELT, vol.39/5 2003, Sept-Oct.
2. Dr. Claramma Jose, “Reading Aloud: An Experiment in Confidence Building”.