CTET Level -2 (23 June 2024)

Language Acquisition is the process in which a child acquires the capacity to comprehend language. Language acquisition is the process in which a child learns his mother tongue. When language is learned without any practice and with the help of surroundings, it is known as language acquisition.

• In Theory of Second Language Acquisition, Stephen Krashen proposed the five main hypotheses, the input hypothesis is one of them.

• According to the Input hypothesis, comprehensible input refers to the input slightly above the learner's cognitive level or his/her current level of mastery.

• It enables the learner to manipulate and reflect to learn the language by making them able to critically appreciate the text and to naturally acquire the language.

• Language is acquired not when the input is repeated several times, but when that input is understood, when the learner understands what it means and can make use of it.

Hence, it is clear that the above- mentioned phenomenon is associated with Comprehensible Input.

Passive vocabulary refers to words that a child understands when they hear or read them but doesn't use them actively in their speech or writing. On the other hand, active vocabulary consists of words that a child can effectively use in their own communication.

• To bring words from a child's passive vocabulary to active vocabulary, a teacher should create opportunities for the child to use the words frequently in various contexts.

• By using the words quite often in class activities, discussions, writing exercises, role-plays, etc., the child becomes more comfortable and confident in applying those words to express themselves.

• Repetition and practice are essential in the process of moving words from passive to active vocabulary.

• Hear the words quite often: While hearing words frequently aids comprehension, it may not necessarily encourage active usage.

• Know the meaning of words but not use them often: Merely knowing word meanings doesn't ensure active vocabulary.

• Learn words' antonyms and synonyms: This expands vocabulary but doesn't guarantee usage.

Hence, to bring words from a child's passive vocabulary to active vocabulary, a teacher should create opportunities to use the words quite often.

Language tests are tests that play a significant role in the teaching-learning process of language. Language tests measure the language skills learnt by learners and also help in finding mistakes and weak areas of the learner in language.

• The above-mentioned type of test is known as the cloze test as it is a test in which students are asked to supply words that have been removed from a passage in order to measure one's ability to comprehend text.

• In this test, the words are replaced with spaces at regular intervals in a given text and the student has to fill the spaces with suitable words to make meaningful sentences.

•  Here the learners need to first understand the passage through reading and analyzing and then putting the correct words in blanks to make the sentence in a way that the meaning, usage of the words, and the sense of the sentence remain correct.

Thus, it is concluded that the above- mentioned type of test is known as the cloze test.

•  Writing assessment: Evaluating students' writing skills and understanding through various written tasks.

•  Fill in the blanks: Completing missing words in a passage to check comprehension.

• Complete the summary: Students fill in missing words in a summary to demonstrate comprehension.

The National Mission will declare the overall national targets in achieving learning outcomes, including year wise outcomes to be achieved by the year 2026-27 by each State/UT.

• The overall literacy and numeracy targets to achieve the objectives of the Mission are set in the form of Lakshya or Targets for Foundational Literacy and Numeracy starting from the Balvatika.

Learning goals of FLN mission for literacy from Balvatika to grade-3 are:

• Balvatika: Recognises letters and corresponding sounds, Reads simple words comprising of at least 2 to 3 alphabets.

• Grade 1: Reads small sentences consisting of at least 4-5 simple words in an age appropriate unknown text.

• Grade 2: Read with meaning 45-60 words per minute.

•  Grade 3: Read with meaning at least 60 words per minute

Hence, it is clear that as per NIPUN Bharat Mission, lakshayas (targets) i.e. the learning goals of FLN mission for literacy at the end of grade-2 are read with meaning 45-60 words per minute.

Language education refers to the systematic teaching and learning of a language. It involves the acquisition of linguistic knowledge, communication skills, and cultural understanding related to a particular language.

• Submersion education refers to a schooling system where minority language-speaking learners are admitted to a school where the language of the state or dominant language is the medium of instruction.

• In this type of education, the learners are immersed in the dominant language and are expected to acquire proficiency in it.

• This approach can present challenges for minority language- speaking students as they may face difficulties in understanding and keeping up with the instruction due to the language barrier.

• However, submersion education can also provide opportunities for language acquisition and integration into the dominant language community.

Hence, the above type of schooling is called submersion education.

• Bilingual education: This refers to an educational approach where instruction is provided in two languages, typically the minority language and the dominant language.

•  Multilingual education: This involves instruction in multiple languages, often including the minority language, the dominant language, and other regional or international languages.

•  English medium education: This refers to a type of schooling where the medium of instruction is the English language.

In the process approach to writing, learners undergo stages for developing a good write-up. It focuses on the steps involved in creating a unique/creative piece of writing and emphasizes revising, editing, and producing a text before coming up with the final text.

Stages involved in the process approach to writing are:

• The process approach initially involves a brainstorming session where all concerned persons sit together, think about the ways how the task can be achieved, list down all failure possibilities, and create a pathway.

• Then comes the process of outlining. It is an activity to lay down a daft or a framework so that an initial holistic picture could be visible for everyone to visualize.

• Next comes the process of editing what has been drafted and removing errors if any so that there will be no chance that the process will fail.

Finally, the final draft is written to make the process look presentable or to optimize maximum output/achievement.

Hence, it could be concluded that the process approach to writing is the correct answer as it involves learners in brainstorming, making an outline, writing the first draft, editing and then writing the final paragraph.

Grammar is defined as a theory of language. We consider language as rule-governed behavior, relating to sounds, word formation, and structure. Here grammar constitutes a subset of rules relating to morphology and syntax.

• While introducing the rules of the grammatical item can be an important aspect of grammar instruction, it is not the most effective approach for young learners in the Foundational and Primary stages.

• These stages focus on building a strong foundation in language skills and comprehension. Instead, the emphasis should be on introducing the grammatical item in context, allowing students to understand its usage and meaning before delving into formal rules.

• This approach promotes a more meaningful and practical understanding of grammar, enabling students to apply the knowledge in their communication effectively.

• Introducing nouns as naming words helps young learners understand that nouns are words used to name people, animals, places, things, and ideas.

• Introducing adjectives as describing words helps students understand that adjectives are words used to describe or provide more information about nouns.

• Introducing the grammatical item in context first and rules later allows students to encounter and understand the grammatical item in real-life situations before delving into formal rules.

Hence, introducing the rules of the grammatical item first is not an appropriate way to grammar teaching - learning during the Foundational and Primary stages of schooling.

Assessment is a process of collecting, receiving, and using data for the purpose of improvement in the learning process. It is one of the crucial components of the teaching-learning process.

• A portfolio is a tool for assessing a variety of skills not usually testable in a single setting of the traditional written paper and pencil tests. It keeps the students' work of language use and uses it for assessing the learners' achievement.

• Collecting and recording the instances of language

learning and performances of learners and making a note of them to report in the assessment record is known as portfolio.

• It is a collection of students' work (drawings, poems, stories, worksheets, etc.) on a variety of tasks throughout the meant for keeping a record of their performance.

• It provides evidence of a learner's abilities, thoughts, and attitudes. It shows children's gradual progress and paves the way for development.

• It assesses team-based activities, social projects, and peer-related behavior and represents a blend of the instructional process and the evaluation process. It provides an insight into a child's emotional, social, and psychological development.

Hence, it could be concluded that the above-mentioned assessment process is known as portfolio assessment.

• Summative Assessment is a type of assessment that measures, certifies, and reports the level of students' learning by assessing them at the end of the term.

• Continuous assessment is an educational evaluation approach that involves gathering and analyzing information about students' learning progress.

Informal assessment refers to the evaluation of students' learning progress and understanding through non-standardized and non- structured methods.

Remedial teaching refers to the specialized instruction and support provided to learners who are experiencing difficulties in specific areas of their learning. It is aimed at addressing the individual learning needs of students and helping them overcome challenges in particular subjects or topics.

• Remedial teaching is beneficial for learners and teachers to reflect what they need to improve in their learning and teaching respectively.

• The primary purpose of remedial teaching is to provide additional support and intervention to learners who are struggling academically.

• It focuses on identifying the specific areas where learners are facing difficulties and tailoring teaching strategies and resources to address those challenges.

• Remedial teaching may involve additional practice, personalized instruction, remedial materials, and alternative teaching approaches to facilitate better understanding and mastery of the subject matter.

Hence, remedial teaching is for learners and teachers to reflect what they need to improve in their learning and teaching respectively.

The Writing-Reading communication channel involves the act of writing, where individuals express their thoughts, ideas, or messages using written language, and the act of reading, where individuals interpret and comprehend the written text to extract meaning.

• In the Writing-Reading communication channel, information is communicated through written text.

• The instructional material is written and provides information or instructions to the reader.

• The reader then engages in the act of reading to understand and comprehend the content of the material.

• This channel primarily involves written communication and does not directly involve speaking, listening, visualizing, or observing.

Hence, reading instructional material is an example of the Writing-Reading communication channel.