Holistic Interventional Strategy of Rehabilitation of Stroke Survivors

Deleuze and Guattari's rhizomatic thinking, influenced by the theories of chaos

and complexity, may well be relevant to the field of language teaching and

learning where various studies and experiments are growing offshoots in

different parts of our state and country. The realm of pedagogy falls within the

span of the persistent human desire to excel, to make things significantly better

than before. Man is constantly striving to capture the ever-elusive utopian ideal

in all conceivable spheres.

To comprehend and harmonize with the needs and

culture 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 the

history of English Language Teaching (ELT) reveals a pressing need to clear

the conceptual cobwebs and terminological bedbugs prevalent in the

combinations, harmonies and discords between layers of theoretical principles.

pedagogic practices and political ideologies (Kumaravadivelu xiv). A scrutiny

of the present milieu further reveals that important transformations are

underway in the social and technological domains, particularly in terms of how

we live and work. The contemporary times referred to as the 'Information Age'

or 'Knowledge Based Society' are characterized by a diffusion / explosion of

information and communication technologies. In the higher education arena,

there is a shift in perception about the needs, outcomes and strategies with the

locus now shifting from imparting knowledge to developing the skills and

resources necessary to engage with social and technological change.

All this necessitates a constant review of the teaching-learning process in order to promote new

educational approaches and practices to adapt to the changes. At the same time

it is good to remember the cautionary note sounded by Kelly way back in 1969

after investigating 25 centuries of language teaching - "much that is being

claimed as revolutionary in this century is merely a rethinking and renaming of

early ideas and procedures".

While the education at the primary and secondary levels forms the

backbone of a student's knowledge base, it is at the tertiary level and beyond

that the application of his / her learnt or acquired database of knowledge and

communication skills becomes relevant outside the purview of examinations. It

is here that a polish and finishing touch has to be given to the learner to chip

away at the rough edges and fine tune their cognition, competence and

articulation. But the pertinent question is whether our graduates achieve these

qualities by the end of their undergraduate programmes.