Holistic Interventional Strategy of Rehabilitation of Stroke Survivors
Sherly Alex
Mohd Abdul Hafi
2022
pokkari
Deleuze and Guattari's rhizomatic thinking, influenced by the theories of chaosand complexity, may well be relevant to the field of language teaching andlearning where various studies and experiments are growing offshoots indifferent parts of our state and country. The realm of pedagogy falls within thespan of the persistent human desire to excel, to make things significantly betterthan before. Man is constantly striving to capture the ever-elusive utopian idealin all conceivable spheres. To comprehend and harmonize with the needs andculture of an ever-changing world, the field of second language teaching /learning is in a continuous state of flux, forever searching for newer approaches, methods, techniques and pedagogical tools for greater efficacy. A perusal of thehistory of English Language Teaching (ELT) reveals a pressing need to clearthe conceptual cobwebs and terminological bedbugs prevalent in thecombinations, harmonies and discords between layers of theoretical principles.pedagogic practices and political ideologies (Kumaravadivelu xiv). A scrutinyof the present milieu further reveals that important transformations areunderway in the social and technological domains, particularly in terms of howwe live and work. The contemporary times referred to as the 'Information Age'or 'Knowledge Based Society' are characterized by a diffusion / explosion ofinformation and communication technologies. In the higher education arena, there is a shift in perception about the needs, outcomes and strategies with thelocus now shifting from imparting knowledge to developing the skills andresources necessary to engage with social and technological change.All this necessitates a constant review of the teaching-learning process in order to promote neweducational approaches and practices to adapt to the changes. At the same timeit is good to remember the cautionary note sounded by Kelly way back in 1969after investigating 25 centuries of language teaching - "much that is beingclaimed as revolutionary in this century is merely a rethinking and renaming ofearly ideas and procedures".While the education at the primary and secondary levels forms thebackbone of a student's knowledge base, it is at the tertiary level and beyondthat the application of his / her learnt or acquired database of knowledge andcommunication skills becomes relevant outside the purview of examinations. Itis here that a polish and finishing touch has to be given to the learner to chipaway at the rough edges and fine tune their cognition, competence andarticulation. But the pertinent question is whether our graduates achieve thesequalities by the end of their undergraduate programmes.
