In this article, I will examine the challenge facing Hindi language teaching in Australia due to the development of distinct cohorts of learners covering a spectrum from heritage to non-heritage learners of Hindi. I shall situate this examination in the interaction between language teaching styles and assessment, which has been a feature of Hindi teaching in Australian universities since its establishment in he 1970s. Following the typology of Cook (2008), I shall consider how a succession of teaching styles has impacted Hindi teaching during this period and how the development of Hindi teaching styles has impacted Hindi teaching then argue that, in response to the contemporary challenges presented by diverse student cohorts and the extensive use of online text based translation tools by students , there is a need to adopt a new comprehensive approach to assessment, incorporating real time activities based on task based learning activities.
|Electronic Journal of Foreign Language Teaching
|Published - 2015