Evolving a Communicative Module for the Underprivileged First-Generation Undergraduate Students of Pollachi Region

Abstract

English as a widely spoken language is marked by its global appeal and communicative reach. It is uniquely positioned to simultaneously equip learners with cultural capital and expressive finesse. The language teacher becomes central to structuring innovative pedagogic methodologies through which students engage with English as a process of second language acquisition. The teacher’s role is defined by the ability to facilitate comprehension, foster conceptual understanding, encourage openness to discussions and help students grasp the crux of information. This article foregrounds the importance of learning a second language by analysing the socio-cultural context of students from across a diverse social spectrum in the region of Pollachi. The learning module is specifically designed to meet students’ career needs while also opening newer avenues for professional development. In addition, this paper examines the Communicative Basic English in select feeder schools focusing on the listening, speaking, reading and writing skills of the underprivileged first-generation undergraduate students.