Teaching of Oral Language Skills in English for Tribal Students: A Brief Study

Authors

  • Peter Beligraham Pagolu

Abstract

In a multilingual country like India, contexts such as community, household, and society determine the precedence and preference of each language. Depending on the constraints they face, speakers of a minority language hold diverse preferences and perspectives. Minority language speakers' perspectives influence their attitudes toward both their mother tongue and the dominant language. Consequently, attitude research focuses primarily on inter- disciplinary topics such as psychology, social psychology, and ethnography, among others.

Fundamentally, language attitude research is a sociolinguistic phenomenon that is bilingual and multilingual. The language of golden opportunities is English. It is essential for anyone who wants to create a good carrier. However, we should keep in mind that there is no easy way to acquire effective communication skills, just as there is no easy way to achieve success in life. The process of enhancing and empowering our English communication skills is continuous and ongoing. Almost every aspect of our daily lives revolves around communication.

The teaching of the English language and communication skills to tribal students is a challenge for many teachers in India. In addition, learning English as a foreign or second language is a difficult task for many students from rural and tribal areas. Effective communication in education is crucial to ensuring that students derive the greatest possible benefit from the teaching-learning process. Generally, it is observed that certain psychological and sociocultural constraints can lead to a variety of communication barriers. According to previous research, these obstacles are more prevalent in disadvantaged and underprivileged communities of a society than in privileged and wealthy communities.

Students from tribes areas make up a significant proportion of this marginalised and disadvantaged group.

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Published

2022-05-13