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ELT Voices – India Volume 2 Issue 4 | August 2012
ISSN 2230-9136
© Ignite (India) Publishing, Bhavnagar, Gujarat – India
www.eltvoices.in
ELT Research Paper 3
Industry’s Expectation and English Language Teaching in Rajasthan Divya Walia
Divya Walia: Industry’s Expectation and English Language Teaching in Rajasthan
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Abstract
There are three branches of English related majors in Iran among whom ELT
teachers are recruited: literature, translation, and teaching, the most relevant
branch to English teaching being the last one! The available programs are
divided into two categories: general English course and special major courses.
The aim of the first module is to enhance general English proficiency and that of
the second one is to enhance students’ knowledge of their specific major. A third
module which is just found in teaching major (and, of course, constitutes a small
portion of the total program) is practical considerations of teaching manifested in
the courses such as practicum. The present study aims at analyzing each of the
three modules. It also explores the weak and strong points of them from the post-
method era’s point of view.
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Introduction
In the present global work arena, success and competitiveness are determined by well-
developed communication skills and high English language proficiency. A good
command over English language and effective communication skills are considered
very important in business field. Such a competence not only ensures job
opportunities but also success in one’s professional field.
Today the engineering graduates, besides the technical knowledge, are expected to
possess effective communication skills. Although Scrase [2004:16] views English
language proficiency in globalizing India as an essential component of one's cultural
baggage, he is quick to add that it is also a resource “that can eventually open doors
into the world of professional employment in India and abroad.” Thus, English is
immediately linked to employability. It is being increasingly realized by the industry
that scientists and engineers in all positions are required to communicate the purpose
and relevance of their work, both orally and in writing. Therefore emphasis is being
laid on enriching the communication component of the engineering education.
Despite the growing importance of English language communication skills, the
situation is not very encouraging. Gereffi [2008:20] notes that engineering graduates
in India and China face the prospect of substantial unemployment despite high
corporate demand for their services and he, therefore, raises questions about the
“quality” of these recent graduates. Since quality is linked with innovation and
entrepreneurship, he calls for the need to produce high-quality engineering talent. He
points out that despite the growth in international demand; India (along with China) is
facing a significant level of unemployment among its engineers. While statistics show
high levels of unemployment among engineers, many large companies complain of
difficulties in finding qualified candidates—a “vexing paradox” in the words of
Gereffi. This increasing unemployment of engineers in India has been attributed to
their limited communication skills and consequently, the teaching of English in
Divya Walia: Industry’s Expectation and English Language Teaching in Rajasthan
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engineering education has been under the scanner.
According to NASSCOM (National Association of Software and Services Company)
President, Karnik, only 25 percent of technical graduates are suitable for employment
in the outsourcing industry because of their lack of abilities to speak or write well in
English. (Karnik, 2007 as cited in P’Rayan 2008:1). Most students are not ‘industry
ready’ because they lack communication skills. (Infosys, 2008) "Grammar and accent
neutrality are the two key areas where the students seem to be lacking. …..It is
important to work on these issues, especially in colleges," Madan Padki, director,
MeritTrac Services Pvt. Ltd said.
The urgent need to improve technical students’ communication skills has been
emphasized by educationists as well as employers. Narayanan, vice chairman of
Cognizant Technology Solutions and chairman of the NASSCOM, in an interview
(Warrier 2007) answered a question regarding the talent demand and supply gap and
the role of the NASSCOM to help the industry bridge the gap: “The current situation
is that, in terms of availability of talent, the numbers are good. The problem lies in the
suitability of people. The industry has moved forward rapidly and technology also has
changed but the educational institutions and the curriculum have not changed that
rapidly. So, we have to bridge the gap by providing additional training to the people
who are coming out of colleges so that they are industry-ready.” (Rayan et al.)
Commenting on the graduates of Rajasthan, Rakesh Gupta, MD, iTG India Ltd.,
Jaipur stated, “The young graduates seem to lack fluency and accuracy in grammar.
Most of all speaking and writing skills are the two core areas where they need to
improve, for industry demands proficiency, especially in the above two skills.”
Consequently, engineering graduates, today, face more challenges in securing a job.
Because of the stiff competition and a surplus of work force in the job market, one is
expected to be well equipped with the necessary skills required for the job. Of such
Divya Walia: Industry’s Expectation and English Language Teaching in Rajasthan
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necessary skills, one of the crucial skills is to be able to communicate well especially
in English.
This is more so in Rajasthan where English is still struggling to be recognized and
accepted as a language of communication. The dominance of native dialect is another
reason why graduates of Rajasthan lack effective communication skills in English.
Most of the students are those who belong to rural areas and feel more comfortable in
using their native tongue while communicating.
Communication and language skills are interdependent in nature and can be developed
simultaneously through each other. According to the Longman Dictionary of
Contemporary English, the word language is defined as a system of communication
by written or spoken words, which is used by the people of a particular country or
area. Throughout history, many have reflected on the importance of language. For
instance, the scholar Benjamin Whorf has noted that language shapes thoughts and
emotions, determining one’s perception of reality. John Stuart Mill said that
"Language is the light of the mind." For the linguist Edward Sapir, language is not
only a vehicle for the expression of thoughts, perceptions, sentiments, and values
characteristic of a community; it also represents a fundamental expression of social
identity.
At the same time, communication skills are nothing but the expression of versatile
ideas to gain maximum understanding and acceptance. The two should go together for
the desired outcome.
English as a Global Workplace Language
English today is the most widely spoken language in the world and the lingua franca
in many professions. Due to the military, economic, scientific, political and cultural
influence of the British Empire in the 18th, 19th and early 20th centuries and that of
Divya Walia: Industry’s Expectation and English Language Teaching in Rajasthan
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the United States from the early 20th century to the present, it now has lingua franca
status in many parts of the world, with some 380 million native speakers.
Another factor that can be attributed to its worldwide importance is the global
influence of native English speakers on cinema, music, broadcasting, science, and the
Internet in recent decades. As a result with the rapid globalization, there is increase in
demand for the engineers who have the ability to deal effectively with professionals
from other cultures and countries. The English language is de-facto standard in cross
national communication between engineers. In her article, The Growing Importance of
Soft Skills in the Workplace, Patricia M. Buhler refers to a survey that was conducted
in American businesses where employees were asked about the skills they wanted to
see in their employers. The results revealed that soft skills are consistently in demand.
Understandably so, since work is people-oriented and its success depends on effective
communication at all levels. As the world has changed and the nature of work has
changed, the skill set required of managers has changed. Topping the list of skills that
the mangers wish to see in their employers, is the communication skill.
“Communication skills remain a major concern of many employers today. It is critical
every employee (and especially managers) be able to communicate both orally and in
written form. Management is all about getting things done through others. Without an
ability to effectively communicate, this work cannot be accomplished. Those
individuals who are polished in their communication skills are also more effective in
getting things done.”
Being the global language, English today serves as the prime means for
communication between two people from two different cultures, wherein English is
not the native tongue. For example, French engineers while communicating with
Egyptian engineers will use English for sharing of ideas and thoughts. Many
industries that have collaborations with English, French, German and Spanish
companies utilize English as the communication medium between workers. The
Swedish transport manufacturer Volvo, infact, made English the language for
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managers at its new plant in South Korea, with English lessons being taken by some
employees during production breaks. Some multinational firms with bases in
continental Europe use English as the prime form of communication in the office. In
this way, multinational companies are indirectly influencing the educational policies
in foreign lands by their value creation of particular languages through global
economic power.
Thus, today, proficiency in English is a mandatory requirement for any professional
working in a global business environment as it has become a major international
language for worldwide communication and a deficiency in this area might adversely
affect the employee's professional and personal development.
Industry’s expectations from the Engineering Students
What do industries expect of engineering graduates? At present, there is a perception
among industries in the United States of America that engineering students are not
adequately prepared to enter the workforce.(as quoted in “Educating the Engineer of
2020: Adapting Engineering Education to the New Century”) There is an argument
that the current engineering education does not provide enough emphasis on
teamwork, communication, knowledge retention and the ability to synthesize and
make connections between courses and fields (Stouffer et al).
In a survey conducted in 1995 by the Association of Graduate Recruiters in London,
the study findings of the association have expressed that most unemployed graduates
lack some essential skills in order to be easily and promptly employed.(as quoted in
“Skills for Graduates in the 21st Century”) Currently, similar situations are taking
place in India. In a competitive working environment, the whims of the industries, the
advancement in technologies and the globalisation of world markets require new
employees to acquire certain skills so that they can always remain competitive to meet
any challenge. Most industries expect the fresh graduates to have mastered such skills
Divya Walia: Industry’s Expectation and English Language Teaching in Rajasthan
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at the entry level since they do not have the leisure time and luxury resources to send
them for training at professional instruction centres. It is evident from the corporate
organisations’ job advertisements that such skills are essential requirements for the
current job positions.
The industry’s perspective on language proficiency of the engineers of Rajasthan was
elicited through a semi structured interview. The Managing Directors/HR managers of
six IT firms from all over Rajasthan were interviewed to assess the current scenario in
terms of the performance of the engineering graduates and the industry’s further
expectations from them. The semi structured interview included questions like:
1. At the time of recruitment, how much importance, in terms of percentage, is
given to communication skills in comparison to other skills (20%-80%; 50%-
50%; 80%-20%; 100%-0)?
2. Of the four skills viz. Writing, Speaking, Reading, Listening, which of the
skills are stressed more by them?
3. Do they expect a high degree of fluency in English, or are satisfied if the
employees can get the message through?
4. How comfortable do they find the students in the following communication
skills
(Written, Oral, Reading, Listening)
From the responses to the above questions the following conclusions have been
drawn:
1. The industry requires the component of language proficiency in the ratio of 20%-
80% i.e. 80 % technical knowledge and 20% ability to communicate but they made it
clear that these are just the entry level requirements; once a graduate becomes the part
of an organization, he/she is expected to improve upon it in an equal ratio. With more
responsibilities and tasks, comes the need to communicate and interact well at various
Divya Walia: Industry’s Expectation and English Language Teaching in Rajasthan
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levels and with various sectors. According to Shakti Singh, Team Leader,
Devfoundrey Infocom Pvt. Ltd., Jaipur, “The importance of English in today's world
cannot be over stressed, especially for an Engineer. Not only the course materials and
references are in English, it is ubiquitous as the language for communication. For an
engineer, not being fluent in English (spoken as well as written) is a handicap that
might well overshadow any technical expertise he/she has. Someone with passable
skill in English might well be suitable for junior positions but as an Engineer’s career
grows he/she might find himself/herself being overlooked for senior positions due to
his/her inability to communicate confidently with overseas clients.”
2. Of the four language skills, writing and speaking skills are stressed more by the
industry people
3. For the industry, fluency in English is a must.
4. In terms of performance, most of the fresh graduates lack in writing skills. In the
oral component, as per the industry, this is generally directly proportional to fluency
in English and self-confidence, however the fresh engineers require more presentation
skills.
In reading skills, comprehension / interpretation proficiency is generally lacking even
in the candidates who are fluent.
In listening skills, industry definitely expects some improvement in the level of
understanding.
Thus it is clear that in order to prepare engineering students for the workplace
(industry), we need to equip them with skills that are aligned with the industry’s
needs. The engineering degree can be divided into two primary components; the
technical component, which comprises of knowledge of mathematical and physical
Divya Walia: Industry’s Expectation and English Language Teaching in Rajasthan
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principles, modelling and analytic techniques and a set of generic skills, which
includes team working ability, effective communication, problem solving approach
and critical thinking ability and the awareness of social, cultural, ethical, and
environmental issues associated with the practice of engineering in a societal context.
The generic skills form an important part of the engineering graduate’s professional
development.
The generic attribute, directly related to the professional development component of
the engineering degree states that the student should develop the “ability to
communicate effectively, not only with engineers but also with the community at
large”.
Communication and social skills are the key skills required by employers of both new
and experienced graduates.” The authors such as Elliot and Anastasias (1996),
Clanchy and Ballard (1995) and Sleet, Hager, Logan and Hooper (1996) have also
referred to the nature and importance of generic skills.
These generic skills are usually not formally taught as part of the engineering
curriculum content, despite their outcomes being invariably sought after by the
employers and the public at large. “Since there is abundance of unemployed local
graduates who are considered unskilful according to the needs of industries, the
institutions of higher learning are being burdened to produce future engineering
graduates who are not only competent in technical know-how, but also possess
generic skills that are very valuable to the industries ”(Shahrin et al). Therefore,
generic skills should be taught as an integral part of the learning activities of students
and be assessed as part of the overall assessment of subject content.
Over the last thirty years, the curriculum that is being followed in the universities
appears to be mostly knowledge based and lacks the functional aspect. Only very
recently some of the universities and colleges have taken a step forward to introduce
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skill-based courses with focus on communication skills. But efforts taken in this
direction are not adequate. Indian universities churn out more than half-a-million
engineers every year. Are all of them employable? No, because "academic curriculum
does not match industry expectations," said Mr N. Ram Subramani, Chairman and
CEO of Maples ESM Technologies Ltd, Chennai. (Source: The Hindu, Business Line,
Internet Edition, 27 Dec.05)
The reasons for these lacunae are the absence of a well designed course objectives,
inconsistent and outdated teaching methodology, outdated testing and evaluation
patterns. The result is that the graduates produced by the universities/colleges are
suffering largely due to lack of communicative skills; they are not able to match with
the skills required for studying in the world-class institutions or working in global
atmosphere.
English Language Teaching for Engineering Students at Universities/ colleges in
Rajasthan
In most of the universities or colleges, English / Communication Skills is taught for
minimum of two semesters. In a state like Rajasthan where people prefer speaking
Hindi or the local language, the condition of English both in spoken and written skills
is pathetic and in a state of utter gloominess. While competing for a job, it becomes
even more challenging for the students who have come from Hindi background
schooling to compete with the candidates from other states. Besides the pressure of
proving excellence in the subject knowledge, they have to compete with others in the
area of communication skills also, where they definitely lack and score less.
Language teaching process has the following inherent elements and these should
address the needs of the students and be made relevant to the job requirements in
question.
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Course Objectives
For any instruction to be effective it is very important that it should have a well
defined and a clearly stated objective. Clearly defined learning objectives are
important not only for an effective instruction but also for the evaluation of the
effectiveness of the program. Besides, they also provide a sound basis for the selection
of learning materials, content, and methodology and give the students an opportunity
to organize their efforts and activities before and, as the instruction occurs.
Since, by offering English as a subject at the college level, we wish to make our
students well equipped for the global professional world, the learning objectives
should include the development of the following.
Ability to communicate confidently
Ability to speak accurately and fluently
Confidence of participating in meetings
Written English including emails
Professional vocabulary
Understanding of grammar
Ability to socialise and network with confidence
Ability to work successfully in a cross-cultural environment
Listening comprehension
Reading comprehension
Course Structure
The course structure should be purposive and clearly focused on the planned
learning outcomes or the learning objectives. Edwards (2000) has observed that
there is a co relational relationship between the place of work and the effective
needs of workers in terms of language skills practiced, terminology used, and
Divya Walia: Industry’s Expectation and English Language Teaching in Rajasthan
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syllabus design and materials preparation for the workers.
The inclusion of irrelevant topics, however interesting in themselves, acts as a
distraction and may confuse students. Considering the above objectives, an
effective curriculum of English for engineering graduates should have modules on
all the four skills of language viz. Listening, Speaking, Reading and Writing.
There should be well formulated instructional plan and the material with proper
emphasis on the skills that are essential for the engineering graduates to acquire.
As the industry demands professional communication skills, besides the functional
aspects of language (like grammar, vocabulary, pronunciation etc.) these should be
well incorporated within the curriculum. Further chapters will deal with modules
included in the present syllabus, being followed in the engineering colleges and the
modules that need to be added or modified.
Teaching Methodology
Methodology in language teaching has been characterized in a variety of ways. A
more or less classical formulation suggests that methodology combines theory and
practice. Within methodology we have methods and approaches, in which methods
are the fixed teaching systems with prescribed techniques and practices, and
approaches are language teaching philosophies that can be interpreted and applied
in a variety of different ways in the classroom.
The period from the 1950s to the 1980s is known as "The Age of Methods," during
which a number of quite detailed prescriptions for language teaching emerged.
Situational Language Teaching evolved in the United Kingdom while a parallel
method, Audio-Lingualism, emerged in the United States. In the middle-methods
period, a variety of methods were proclaimed as successors to the then prevailing
Situational Language Teaching and Audio-Lingual methods. These alternatives
Divya Walia: Industry’s Expectation and English Language Teaching in Rajasthan
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were promoted under such titles as Silent Way, Suggestopedia, Community
Language Learning, and Total Physical Response. In the 1980s, with the evolution
of more interactive views of language teaching, these methods got overshadowed
by Communicative Language Teaching (CLT) approach. The basis of this
approach was a broad set of principles which advocated that:
Learners learn a language by communicating in it
The goal of classroom activities should be to encourage authentic and
meaningful communication.
An important dimension of communication is fluency
Different language skills should be integrated within the communication
Learning is a process of creative construction and therefore, involves trial
and error.
Keeping in mind the above principles, it is essential that the teaching methodology
should be interactive and innovative. Mere lectures will not help because besides
the theoretical aspect, functional aspect of the language learning is also very
important. As such, the language teachers should aim at:
1. providing learners with opportunities to make the language input they receive,
more comprehensible,
2. furnishing contexts in which learners need to produce output which others can
understand, and
3. Making the classroom closer to real-life language situations.
The students must also be introduced to the relevant and specific terminology and the
grammatical constructions should also match with the respective skills they are aiming
to acquire.
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Assessment and Evaluation
'The spirit and style of student assessment defines the de facto curriculum'
( Rowntree, 1987 )
This is the final and a very important stage of instruction as it determines the success
and effectiveness of the whole instructional programme.
The first stage in any assessment procedure is to define its goals and ensure that the
goals of the assessment process correlate with the educational goals of the curriculum.
[21]
During evaluation, following skills are required to be assessed:
Speaking skills (including such micro-skills as pronunciation, accent)
Listening skills (including such micro-skills as listening for gist, listening
for detail)
Reading Skills (including such micro-skills as reading for gist, reading for
detail, appreciation of style)
Writing Skills (including such micro-skills as spelling, punctuation,
planning, style, form)
Strategies for learning vocabulary
Strategies for learning grammar
For testing the above, there should be both application based and concept based
exercises and assignments.
Thus the study indicates that in the present corporate scenario, apart from being
knowledgeable in the respective field, one is also expected to be fluent and well
Divya Walia: Industry’s Expectation and English Language Teaching in Rajasthan
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turned out in communication skills. Proficiency in communication skills is considered
more of a ‘qualifying criteria’ than selection criteria for technical roles in the industry.
Companies today demand candidates who not only possess the three critical skills
(communication, problem solving and technical skills) but are ready to start work
from day one, because nobody wants to spend time and money on training. As a result
students need to do all that they can work on their skills and be industry ready. Just
going to college and finishing their studies is evidently not enough. One has to do a lot
of value addition too. As such, the teaching methodology and curriculum should be
reviewed should that they are able to address and incorporate the skill set required by
the industry.
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