TCI Didactics in the Higher Education Context of Kerala, India: Experiences and Insights of Teaching English Language and Communication at the Tertiary Level
This article discusses the classroom experience of offering a TCI-based English language and communication course for postgraduate students in Kerala, South India. The emphasis is on the attempts to translate the system of TCI into classroom practice – the TCI attitude ingrained in the axioms, the four-factor dynamics, postulates in action and how these aspects animated the classroom processes of teaching and learning (Please note that the TCI approach itself is not explained in this text. Readers not already familiar with the main ideas of TCI are advised to read the introductory text of M. Scharer in this volume. For short references to singular concepts, the reader can also find support by a glossary at the end of the book). The didactics of TCI applied in the preparation and delivery of the course, the challenges faced and the insights garnered are also discussed. The impact of the experiential and holistic didactics of TCI on the students, the classroom climate and the learning process is analysed in the background of the language and communication course offered. Perspectives on the relevance of TCI didactics in the higher education context of India are also discussed.
KeywordsTCI in higher education Language teaching Language skills and self-confidence Language and career Social-political implications of TCI
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