Exploring Innovation in Pedagogy for Non Native Learners of English
Ms. Mohapatra Malavika1,*, Dr. Satpathy Swayamprabha2
1Department of HSS, ITER, SOA University, Jagamara, Khandagiri, Bhubaneswar, Odisha, 751030
2Department of HSS, ITER, SOA University, Jagamara, Khandagiri, Bhubaneswar, Odisha, 751030, email@example.com
*Corresponding Author Email: firstname.lastname@example.org
Online published on 30 January, 2019.
Research proves that the elaborate pedagogic interventions, which are introduced to facilitate language acquisition and subsequent proficiency of non-native learners, have failed to achieve the desired goals in most cases. We cannot ignore the fact that teaching methodologies play a great role in making language learning effective and interesting. Teaching English to non native learners is a matter of concern and constant challenge for teachers, as the objectives of learners and teachers are seldom fulfilled at the end of the course. Thus there is a need for constant research to evolve new and efficient methodologies, assessment patterns as well as implementation of such pedagogies. Novelty is part of English language education and teaching. Technological interventions are valuable; however concerns about usability, data protection and privacy determine the staying power. This paper thus attempts to explore some innovative approaches and methodologies for teaching English to non native English learners. These approaches may facilitate teaching effectiveness, increase learners’ interest and enhance learning for a better outcome given that the innovations complement teaching practices and stand the test of time.
English, Pedagogy, Non-native learners, Teaching, Methodologies.