Abstract
The vogue of English has given rise to the emergence of a new learner whose demands and ambitions are much more based on his interest than those of his counterpart in the past. Teaching English through Indian Writing in English (IWE) as source material may certainly meet the needs of learners in rural India. Teaching English through IWE is possible because it caters to the learner’s interest and liking in rural India. A textbook should be designed in respect to meet the needs of the learner. The learner becomes passive participant when the textbook is against his will and liking. “Even today, in quite a few states even at the intermediate/higher-secondary/first year B. A. level, poems by Keats: La Belle Dame Sans Merci (neither the teacher nor the students can pronounce even the title properly), Wordsworth’s Daffodils (which nobody has seen in India) or poems about the courtly love games of the idle European feudal classes like To His Mistress by Andrew Marvell are prescribed (N. and Lalita Krishnaswamy, 2003)”. Thus, a textbook that does not respond to the liking and interest of a learner can prove a total failure.
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