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Mother tongue as the medium of instruction has become popular in recent years
and it is being experimented in many parts of the country. Amidst the popularity
of convents and teaching institutions, learning through the vernacular medium is gaining currency owing to its scope for learning. Researches done in the field of education have also proved that learning through mother tongue promotes better understanding. This paper explores English language teaching in the vernacular medium and suggests various strategies to enhance teaching and learning English in the vernacular medium classroom.
In an English medium classroom, major subjects seem important to the students and the English language classes are considered only after the core subjects. On the other hand, in the vernacular medium classroom, English is considered a challenging subject by the students and the English language teacher invites their attention. In fact, the students give more importance to the subject and prefer it to other subjects. The motivation level of the students towards learning English is very high in the vernacular medium and the involvement they show in the classroom activities do reveal their desire to master English language. Moreover, they volunteer to perform all the tasks assigned by the teacher of English and create conducive atmosphere for learning English.
In spite of all the merits of the vernacular medium, the English language teacher faces challenges that question the outcome of his teaching. It is observed that the pass percentage of vernacular medium students in English examination is generally very low and its comparison with the pass percentage of English medium reveals the unbridgeable gap.
In the institutes of higher learning, the vernacular medium students suffer from a syndrome that does not allow them to perform well in English language classes. They imagine a boundary that does not permit them to exercise their talent in the process of learning English language. The students think that they do not have adequate exposure to English language right from their primary education and also consider it a sign of weakness. Further, they feel inhibited to exercise their learning with others outside the classroom.
The universal law of languages states that language proficiency can be achieved only through good exposure and continuous conversational practice in the language concerned. The students of vernacular medium have less chance of constant exposure to English language, save the English language classes. As a consequence of the absence of good foundation, they lack proper grammar and appropriate expressions. Though spoken English is possible through minimum vocabulary, a majority of these students lack the minimum words needed for spoken communication. In fact, many of them find spelling words difficult and taxing.
The English language teacher has to devise a special formula to make his teaching fruitful in the vernacular medium classroom. He should break the imaginary boundary set by the students and consider only the real factors that impede their learning of English. The teacher should also realize that he cannot expect from them what he can expect from the English medium students. He has to realize that a simple learning from the students’ part can be a significant outcome of teaching in the vernacular medium.
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