A Journal of Teaching English Language and Literature

ISSN Print : 2229-6557, Online: 2394-9244


  • From a Monolingual to a Multilingual Approach in Language Teaching
    By: Susanna Schwab

    Abstract Traditionally, foreign language teaching has been based on second language acquisition theories that mostly disregard learners’ prior (and simultaneous) language learning experiences and resources. In this article, I will introduce the readers to an approach in language teaching that is... Read more
  • Learning of English: There is a Hole in the Bucket
    By: Chhaya Sawhney

    Abstract This article examines and highlights the reflections of 44 second year students of Bachelor of Elementary Education program about their relationship with English. It focuses on their journeys of English at home and at school, its impact and why they continue to be reluctant speakers of the... Read more
  • What Makes Student Writing Unacceptable?
    By: Yasmeen Lukmani

    When analysing errors, the sentence is a convenient framework in which to forget the realities of the undergraduate classroom. Sentential boundaries are narrow and well-defined, and many of the intricacies of linguistic form are included in it, so students’ errors can be pinpointed easily. However... Read more
  • Writing: The Reality of the Classroom
    By: Prachi Kalra

    In a literate society, being able to read and write holds a lot of value. Policy documents of governments describe illiteracy as a “curse” and exhort citizens to “eradicate” it in order to be able to modernise society; and yet, the same documents reduce writing to being able to “sign” and reading... Read more
  • Writing Across Disciplines
    By: Kirti Kapur

    While reflecting on the process of writing, writer Anaïs Nin wrote, “We write to taste life twice, in the moment and in retrospect (38)”. Indeed, writing helps us think critically, evaluate, analyse, generate ideas and present them coherently. While writing, one sifts through a range of new ideas... Read more
  • How ESL Teachers can Give Feedback to Treat Writing as a Process?
    By: Lina Mukhopadhyay

    Introduction: Setting the Context In ESL classrooms, academic skills such as reading and writing get a lot of prominence, but the learning of writing is mostly seen as a product. Hence, it is expected that students produce texts that are well formed every time they are given a writing task.... Read more