A Critical Study on Syllabus and Curriculum of English at the Primary and the Secondary Levels of Rohilkhand Region (Uttar Pradesh)

Abstract

English pedagogy in India at primary and secondary levels sets a milestone for the forthcoming learners of the 21st century.  This is a challenging task to a certain reasons for the teachers as well as the students. As mother tongue is incorporated as a medium during the delivery of English content by the majority of teachers in the classrooms, the social and cultural contexts also play a crucial role to affect English pedagogy along with many more linguistic factors. We are well acquainted that the system of mother tongue and its counterpart English entirely differs (SOV and SVO). The objectives of the study are to examine teaching methodology of English as practiced by English teachers at primary and secondary schools of Rohilkhand region of Uttar Pradesh in India.