Communicative-Oriented Instruction
Effective instruction with a communicative orientation develops students' language skills by involving them in activities that require the use of language for purposes that are meaningful and interesting. Vocabulary and structures are acquired as they are needed to facilitate communication and should be extended and reinforced through use in a communicative context (that is, rather than by means of list memorization). In support of this approach, Punjabi should be used in the classroom to give instructions, provide explanations, and carry out activities. By avoiding translation, teachers help students grasp the structures and vocabulary of Punjabi and develop comprehension and production skills that are transferable to other situations. Students should be encouraged to use drawings and other visuals to extend their ability to communicate with limited Punjabi.
To best assist students at the beginning stages of language learning, teachers might keep in mind that:
Decisions with respect to scope and sequence should be guided by early assessments of students' language levels. These decisions should also take account of the fact that language learning is not linear. Language learned in one lesson should be reinforced in another communicative context in subsequent lessons. All four language skills (listening, speaking, reading, and writing) should be developed concurrently. Reading and writing, which native speakers of a language typically learn after having learned to speak and comprehend, can be introduced from the outset. Teachers can label classroom objects (using the Punjabi alphabet) and display written copies of students' names to teach students to recognize and pronounce these words. Consistent modelling and varied opportunities to use the language encourage correct pronunciation. Within the first year, writing using the Punjabi alphabet can be introduced. The key consideration is that writing and reading should be related to students' oral work and introduced concurrently--rather than as isolated activities.
About the Activities in the Integrated Resource Package
The activities suggested for each outcome are consistent with the communicative approach. For example, the "hands-on" activities associated with Punjabi sports, games, customs, celebrations, and festivals further the development of language skills and an increased familiarity with the culture. Depending on the local situation, teachers can extend such activities by bringing resource people (e.g., parents, elders, community representatives, and first-language speakers) in as guest speakers and to assist with activities. Field trips to local businesses or cultural sites where the contacts speak Punjabi would also be a valuable means of developing students' language skills and cultural awareness (especially when complemented by preparatory and follow-up activities such as preparing focus questions and writing letters of thanks).
Creating an Atmosphere for Learning
For many students, this will be their first exposure to a second language. It is important that the experience be non-threatening, rewarding, and enjoyable, as it sets the stage for years to come. Students should be given every opportunity to hear and use the language in a variety of situations. Learning in a communicative context is further supported when the teacher establishes a classroom atmosphere that builds student confidence and acknowledges that learning a language is a complex, dynamic, and individual process. Language learning is nurtured in a classroom environment where:
Sensitive Content
The study of Punjabi can involve classroom activities that raise matters about which some students or their parents may feel sensitivity or special concern. These include:
Revised: January 26, 1999
