Differently Literate: Vernacular Medium Learners and the Teaching of English in Telangana

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This book advocates for “differently literate” vernacular medium (VM) learners in Telangana State, India, arguing that these learners bring unique skill sets to the classroom, which can be seen as advantageous rather than detrimental. It posits that recognizing learners as “differently literate” allows English teaching to start from a constructive perspective, rather than viewing them as lacking proficiency. This shift can enhance teaching methodologies for English, benefiting both educators and policymakers. The exploration focuses on English language learners from both English medium (EM) and VM high schools in TS, examining the various influences, attitudes, aspirations, and motivation levels that contribute to their learning strategies and skill levels. The book is structured into five chapters: the first introduces the research context, offering a brief history of language education in TS, particularly regarding English. The second chapter establishes the theoretical framework, while the third outlines the study's rationale, nature, and design. The fourth chapter describes the data analysis methods, and the fifth summarizes the findings, emphasizing the importance of understanding the diverse literacies present in the classroom.