Publication

Abstract : Learning English is becoming essential in a time of worldwide communication and it is no more an option but the key to success and survival. Though English has been in India for centuries it continues to be elusive to the disadvantaged learner. According to the theoreticians a disadvantaged learner is the one who studies in a vernacular medium and therefore, faces adversities due to lack of English knowledge. Apart from such disadvantaged learners, there is another group which spends a lot to be educated in English but hardly excels in the field of communicative competence. This paper focuses on this category of learners, especially the ones hailing from rural English medium schools, who could be rightly called disadvantaged learners, for they aren't aware of what they are deprived of until they come out of school and face the real world. The three major issues researched and analyzed, are the exam oriented education, the pedagogy that does not address the exigencies which are of sociocultural relevance, and sociolinguistic background of the rural matriculation school students. After meticulous reconnaissance, the research has devised a methodology, a post method pedagogy that gives autonomy to the teacher to improve the communicative competence of high school students of rural English medium schools