English being a foreign language is generally a challenge to Indian student of any state of India. The condition is grim for students hailing from sub-urban and rural areas as their medium of instruction of school curricula is in their respective native languages. Of late there had been some spur of introducing English as a compulsory subject in reformative classes. But by having one subject of English among other four or five subjects, it does not serve the required purpose of achieving some excellence in English.
In English-medium schools of repute also the picture is not as shiny as required to compete in international level because whatever is taught at school does not serve any practical benefit to students outside the school. On top of it, students hardly get a suitable company at home or in friends’ circle where they can hone up their communication skills. This is the scenario despite the fact that students easily score more than 75% marks in English paper. The onus goes to faulty structure of syllabi.
The ugly unfortunate condition in schools is developed as a result of non-practical oriented approach of syllabi of the education bodies of the people sitting at the helm of the affairs. The syllabi press upon stereotype story writing, typical writing letter, memorizing poetry and comprehension of prose from literature rather than developing the communicative skills of the students. This lends no element of spoken English to the end produce. Also they get good marks in grammar and vocabulary, yet they are unable to speak a single sentence of English. After all whose fault? Policy makers?
Thus, at the end of the day, students feel handicapped when it comes to express their original ideas in English. They fail to converse in English for they have never been expose to such situations. Once out of school or college, a student finds him/herself in a tangentially diverse scene and end up as dumb lot despite having a large chunk of intelligence in his grey areas.
After a careful research by countering innumerable number of students who came to MIEL to improve their speaking skills, MIEL has designed and adopted a three-month Intensive English Course for young 10th , 10+2, and graduate pass-outs and six-month English Steady Progress Course for adults and house wives. Both courses run for 7 hours daily intensive programmes from 9.00 a m to 4.00 p m. Both the programmes are uniquely designed to cater to the needs of Indians. The big change from other such courses is that at MIEL’s there is no grammar involved.
miel’s Methodology and salient Features
- At MIEL the approach is all together different.
- It is a NO GRAMMAR institution.
- It has developed a unique practical oriented training programme, which do not teach ‘sentence-tenses’ and ‘parts of speech’.
- The programme is based on Australian-New Zealand based ESOL ( English for Speakers of Other Languages) system.
- It works on teacher – student participation method.
- The trainers are certified trained from NZ Adult Literacy Mission, Auckland.
- One to one interaction.
- Progress Monitoring System of each student.
- Modern Technology and latest infra structure.
- Government approved and licensed institution.
- Institution with Registered Trade Mark.
- Certificate of completion/participation with grading awarded.