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Review of literature
A researcher needs to acquire up-to-date information about what has been
already investigated in the particular area from which he intends to take up a
problem for research. The re for a survey of the related studies is essential for a
research project.
The review of related literature implies, Location, reading and
evaluating and evaluating repovts, of research as well as report, of casual
observation and opinion that are related to individuals planned research
project (Aygarwal 1996.87).
Further, it helps to demonstrate the relationship between completed
research and the topics, under investigation. It establishes the originality of the
research under taken and establishes its need and significance. The review also
promotes a greater understanding of the problem and its crucial aspects. and
ensures the evidence of unnecessary duplication. (mouly. 1963. 112).
Since the present study deals with curriculum development and active
learning in secondary Education in the schools of Tamil Nadu, giving special
emphasis to English language, the investigator has aft empted to present here a
review of studies related to the following aspects.
a) Curriculum Development in general.
b) Active class-room learning.
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c) Curriculum Development and English Language.
A) Curriculum Development in general.
The term Curriculum has been defined by educationist and scholars in
different ways. Smith et.al. 1985 defined it as a sequence of experience set up
in a school or an institution charged with the responsibility for teaching certain
things to children and to discipline children and youth in grcupways of thinking
and action curriculum, therefore is a very vast and deep concept which is a
design or plan of institutionalized education consisting of actual learning
experiences provided with an intention of bringing about desirable
psychological changes in leanest.
Several studies were conducted in and outside India on the various
aspects of curriculum development. But considering the vastness of the area,
and the important role it has to play in achieving academic excellence, the
investigations a so far made are inadequate ghost and fupta have commented,. It
is common Knowledge that educational researches has developed in India only
recently, and among whatever researches have been done since 1939;
Curriculum is a very neglected area.
According to Desai and Roy India education has been characterized by
rigidity in all aspects organizational rigidity, rigidity in the Curriculum,
textbooks, teaching method, etc.. The school curriculum in. India has not
changed for years to getter even after independence in spit of the
recommendation of various commissions of the state and central level for
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radically changing the curriculum. But this is a bound and generalized
statement, for, it can be seen that ever since the establishment of the NCERT
research in curriculum has get some impetus. The MCERT presented a model
approach to curriculum development to all agencies concerned with research in
curriculum in the country. During late sixties, with the effect of ministry of
Education, State Board, of School Textbook, came into existence which
accepted curriculum and textbook research as one of their objectives. Though
curriculum development in India is hot based on empirical research findings in
India, necessary organization and administrative structure has been created to
achieve the same.
Research and General Curriculum.
In India, it was go thieve rebar (1947) who first carried out a
comprehensive study of the secondary school curriculum in the province of
Bombay. He criticized the then curriculum to be narrow in aim, being a leftover
of the British rule. He recommended. A reconstructed curriculum, catering to
the all round development of the learner. His suggestion are(1) The aim of
secondary education should be all sided development of an individual
according to his needs, aptitudes and interests. (2) Mother tongue should be the
medium of instruction, (3) Practical and vocational education should be
introduced and (4) Curriculum should provide sufficient choice of Subject.

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Chanana (1967)
Conducted a hysterical survey of the high school curriculum in Punjab
during the twentieth century and advocated a new and effective curriculum.
Objectives in Curriculum Development
Curriculum development projects often begin with the determination of
objective. Determination of curriculum objectives is a complex problem and the
absence of clear cut objectives has been alleged as the drawback of any
curriculum/ Syllabus. Practically, very little research has been done on
curriculum objectives.
Sheshadri (1983) carried out a study of the philosophical, Sociological
and psychological determinants of curriculum.
Ramdas (1981) tried to formulate operational objectives to be achieved
by science teachers in the classroom, to implement these objectives and to
evaluate their effectiveness in terms of changes in teacher and pupil behavior
and to develop and test strategies for curriculum change which would be
suitable for Indian conditions. Hi finding way that teacher were willing to
change their teaching methods and go beyond the textual material to include
real life expediting and to encourage pupil participation.


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Importance of Content and learning experience curriculum
A few studies are done on curriculum content and learning experience.
Sri. Vastanva (1968) studied the important characterics of achievement of
students in different areas of curricular learning and the effect of intelligence
and sex on the achievement in different area.
Ghosal (1973) ahalysed the curricular trends in secondary education in
India during the British rule in the context of development in England. He found
that Indian Secondary school curriculum was an imitation of the British model
with out pryier consideration of the social, economic or cultural context of the
nation.
Arora and Gupta (1981) analysed the loud of secondary stage in different
states (Delhi, Haryuna, Maharashtra and Kerala). The main findings of the study
were 1) In Delhi at the secondary stage, the existing curriculum in English,
Mathematics and Hindi were considered negligibly heavy, while the curriculum
in science and social studies were negligible heavy , while the curriculum in
Marathi, science and mathematics were somewhat heavy. iii) In Haryana the
present curriculum in English, Hindi, Science, Social studies and Mathematics
were negligible heavy iv) In Kerala , the curriculum in English, Malayalam,
Mathematics and Social studies were somewhat heavy while that in science was
considered to be negligible heavy.
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Ghorai (1980) attempted to know the view and opinions of teachers and
the taught on the efficacy of the new secondary curriculum and to find out the
relation between teaching at secondary level and learning at secondary level and
learning the same content by students.
The major finding were 1) Most of the teachers fell that secondary
curriculum was quite heavy in its content and lacked balance. ii) A section of
teacher felt that teaching aids and equipments should be provided to the teachers
for better fetching iii) Spiritual education, moral education hygiene and sex
education should be included in the work education should be modified.
Teaching Strategies.
According to zaidi (1969) Good teaching and positive kerning are the
reasons for which all other aspects of curriculum development exist. Many
people have the erroneous conception that the choice of method is a separate
problem. Content and method are the twin inseparable aspects of the teaching
learning process. An effective curriculum planning should there fore include
emphasis on teaching procedures, class room environment and pupil teacher
relationship.
Teacher, even at higher education level have started showing interest in
modern teaching strategies in recent times. Several studies have been conducted
in this area.
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Chakra borty (1978) tried to find out the effectiveness of strategy S,
(lecturing and questioning answering) and strategy S
2
(lecturing and questioning
answering by usual behavioral objectives) and strategy S
3
(discussion by using
instructional materials) on the development of knowledge comprehension of
students.
Development of Active learning method
Nowadays researchers try to find out successful, cheap and practical ways
to practice in classrooms. There are various studies some of which support the
aim and some other may not achieve the expected results. Anyway, achieving
their aims or not, all the theories serve the educational system.
Active learning style theory which has its roots in psychoanalytic
community is just one of these enterprises and emphasizes the different ways
people think and feel as they solve problems, cerate products, and intercut with
other people (silver, strong and Perini, 1997).
The ferm Active learning is generally assumed to refer to belief
preferences, and behaviours used by individuals to aid their learning under the
classroom or environmental conditions (Borich and Tombari 1997, Hohn 1995)
Learning styles appears to occur in three areas cognitive, psychological and
affective cognitive style have been defined in terms of the way a person
perceives, remembers, think, and solve problems. Psychological styles are
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biological and include reactions to the physical environment that may affect
learning. Affective styles include perschality and emotional characteristics such
as persistence, preferring to work with others or alone, and rejecting or
accepting external reinforce ment (Borich and Tombari, 1997, Hohn, 1995,
Slavin 2000)
Kolb (1985) thought of the learning style as a continuum that one move
through over time, usually people come to prefer, and rely on one style above
the other (de.in Henke, 2001). There are four basic learning modes- concrete
experience (sample, word, and feeling), reflective observation (watching)
abstract conceptualization (thinking) and active experimentatich (doing) that are
closely tied to the learning style; The convergent learning style relies on the
dominant learning abilities of abstract conceptualization and active
experimentation. The divergent learning style emphasizes concrete experience
and reflective observation. In assimilation, the dominant learning abilities are
abstract conceptualization and reflective observation. The accommodative
learning style emphasized concrete experience and active experimentation
(Kolb, 1984).
Felder and silver man have synthesized findings from many studies to
formulate their own learning style model with dimensions that should be
particularly relevant to science education. This model of learning styles and a
parallel model of teaching styles are being developed with solo man. The idea is
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not to teach each student exclusively according to his or her preferences, but
rather to strive for a balance of instructichal methods. If the balance is achieved,
students will be taught partly in a manner they prefer. Which leads to and
increased comfort level and willingness to learn, and partly in a less ( Felder
and solo man 1998).
According to Felder (1993), a students learning style may be defined in part by
the answers to following question .
1) What type of information does the student preferentially. Perceive ;
sensory sight, surd, physical sensations or intuitive memories, ideas
and insights?
2) Through which modality is sensory information most effectively
perceived. Visual pictures, diagrams, graphs, demchstrations, or verbal
scuds written and spoken words and formulas?
3) How does the student prefer to process information: actively through
engagement in physical activity or discussion or reflectively, through
introspection?
4) How does the student progress towards understanding: Sequentially in
a logical progression of small incremental steps or globally in large
jumps, holistically?

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Studies related to curriculum Development in English
Language is one of the most important things that we can give to our
children. Some people feel that there is a strong relation between learning and
acquisition (stevick: 1982; 21) but others find it is difficult to differentiate
between acquisiticn and learning. The ferm learning is related to the consciow
process of accumulating knowledge. (Yule: 1991: 191).
Derrick (1968) observes, Language should not be confused with content
subjects in the curriculum such as geography or History. It if essentially a skill
subject. It is thought of as an activity in which there are the four basic skills of
under standing speaking recalling and writing. Teaching language is there four
not teaching pupils about thing, but teaching them to develop these skills.
This statement is applicable to the teaching of English language also. The
objectives of teaching English have been analyses by educational lists and
researchers.
The Incorporated Association of Assistant master in secondary schools of
Great Britain suggested. The aim of the English teacher is twofold to increase
the power of his pupils over language which deals with ideas and to increase
their power of language which expresses feelings.
In India English language teaching is given due recognition. The
Government of India Report of the University commission (1950) has stated If
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under sentimental uruel we given up the study of English, we cut ourselves off
from the stream of overgrowing knowledge students desirous to go for higher
training or vocational courses must acquire sufficient mastery of English to
given them access to the treasures of knowledge.
Menta (1950) quotes the world of moorland adzed thus. English has today
become one of the major languages of the world and Indians can neglect its
study only at the rist of loss to themselves I am convinced that in the future as
well the standard of teaching English would be maintained at as high a level as
possible.
English language occupies a somewhat prominent place in Indian life and
as such in our school and collage curriculum. Research on English as a
component of curriculum. English has these fore ample relevance Rajagopalan
(1972) carried out a critical study of the English curriculum at primary and
secondary in Tamil Nadu in order to identify madequacies in lespeet of
objectives of teaching the language existing syllabus text books used, audio
visual aids available methods of insfreeting followed organization of English
curriculum administrative basses to implement if at the evaluation produce
cetilsed.
Tiwar (1971) studied the effect of making English optional at the High
school and intermediate stages and also fried to determine the place of English
in the existing curriculum. Looking to the needs of the time he found that
position of English in the curriculum should be kept as it was.
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Rangachas and kutkarni (1967) examined the prevailing facilities for the
teaching of English. They faind that teaching of English as knowledge subject,
ignorance of objectives and proper methods of teaching the subject, tack of
school libraries and teaching aids were some of the major drawbacks in this
respect.
Mitra (1947) evolved a method of teaching English and validated it
through class room experimentation. This study was an attempt to guide Delhi
teachers through the perplexing problems of English language teaching to place
at their disposal some positing resources which could be used sensibly and
constructively for reorganizing the teaching for better result. The findings of the
study were.
1) No steps were taken to help students to develop proper attitude
towards English.
2) By far, the majority of teachers were found dissatisfied with the
existing methodology of teaching English
3) There was a positive Correlatich between the students
achievement in English and Hindi.
4) Oral instruction was found to be essentially important and the
teacher had to be the active model in the English class.
5) The results of the experiments also indicate the effectiveness and
superiority of the evolved methodology
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Nair (1975) conducted a study to analyze the text books in English
prescribed for study for the secondary school pupils in Kerala since 1952 and to
compare the finding of the concept of standards in English.
The major findings were.
1) The text books in English were changed thirteen times in secondary
school during the period 1952-1975.
2) The concept of standards of attainment in English changed with the
change in text book.
3) Vocabulary was a neglected item in the textbooks especially in the
early years.
4) The standards of attainment in English as indicated in the textbook for
the period showed decline. A decline in standard in English was
evident tram the poor performance at the SSLC Examination.






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Introduction
English in TN
In Tamil Nadu,English has assumed uprecented importance over half a
century because of its ever-increasing use in the higher disciplines of science
and technology.The gradual increase for the past few years in the number of
people going abroad for employment and higher studies has been instrumental
in the creating a higher level of awareness on the part of the educational
Indians.That is why students prefer to study through the medium of English
,which opens for them the portals of a golden threshold.
English Language and Education In India/TN
The functions of institutions of higher education and the social
development in a country are intimately related. As J,A Tarrant has rightly
observed Education is a universal practice engaged in by societies at all stages
of development. And that it is soceitys cultural reproductive
system.(Principles 18)an agenda for education has always to be drawn on the
basis of the challenges it has to be meet in the contemporary world. In addition
to helping the individual to grew and develop, education in general and
language education in particular, has always been found to initiate new
knowledge and experience as it describes the total process of hyuman learning
by which knowledge is imported faqcilities trained and skills developed Based
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on these realizations the prime consideration in any well-organised system of
education is the courses and the courses are designed taking into consideration
the student profiles.
The recent changes the world over, labeled as libralisation ,globalization
market economy, and consumerism have made education assume complex
dimension, for educational systems have became an integral part of the socio-
economic and political establishment.During the past two decades higher
educational institutions have gained an unprecented diversity and significance
as these institutions are the driving force of economic growth and employment.
In the fast changing world the capacity of a society depends on how best and
fast it develops a system of education capable of transmitting,the accumulated
experience experience socio-cultural, scientific and technological. If higher
education the world over has to respond effectievely to the changes taking place
across the globe, proficiency in English is considered most essential. English in
its many forms, as we have examined is today a medium for speakers all over
the world. The modern technical advancement makes it investable to have a
working knowledge of English which rules cyber space.
The role of English in India as a library language/co-official language is
no longer relevant in Todays context. The role of it as an effective vehicle for
international communication, has changed its status and the language is
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undergoing change in an unprecedented speed and dimension, making teaching
of English not simply teaching a language.
In the changed scenario, the conventional skills such as the ability to
write prose are largely irrelevant. A change that has come into effective
communication of many users of English whole native language is not English.
Very many conventions of Language use have been upset . Many of the
conventional written texts are international. English teachers are well aware of
these changes and they feel that a change in language teaching to suit it for the
requirements of todays communicational needs is necessary. The English
teachers at the
University level feel it imperative to have a reassessment of the status of
English in our educational system and a restructuring of English Education
.The teachers are well informed of the recent, worldwide boom that has bright
about radical changes in the needs and interests of the language learners and
the subsequent change in the English course materials and classroom
interaction in other parts of Indiaand abroad.
The teachers are also aware that India is expanding her role in the
international world and English in the country is becoming more important
than ever before. Socio-political context, ideological factors, technological
development, all has been instrumental to changing ELT in other original for
the last two decades. So the long accepted assumptions about communicative
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competence, skill acquisition and indeed much of the ELT canon have been
critized for being sterile and ideologically laden. Almost all teachers feel that a
radical change in every constituent of tertiary English education is inevitable ,
but most of them do not have a clear idea of the exact shape of the new course.
The present century witnesses a new stage in the development of the
linguistic resources of English. These developments come into effect at a
hitherto unknown and unheard of speed and dimension. Assessing on the basis
of the recent development, what is going to happen will be move dramatic in its
outcome. The first among those, who are to be aware of those who are to be
aware of these changes must be language teachers.
An effective language teaching programmers will precisely and explicitly
state the relevant language proficiency of the learners at the end of the course. It
will be also state the quantum of language the number of words, and structures
the learner needs. Language skills/communication skills are directly related to
the quantum of vocabulary and grammar which the learner commands. The
number of words and grammatical structures, at the command of the-learner sets
a limit on the skills, which he possesses. In preparing a cumiculam for a
language course, both these dimensions have to be considered, a good syllabus
should state its objectives specifically and quantitatively. There should also be
sufficient justification for the objectives the education programme has chosen,
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in terms of the individual needs and social requirements. The instructional
objectives are to be realistic and achievable.
In the universities of TN, the academic bodies concerned with the tertiary
English language-teaching programme are silent or vague about the exact
nature of skills and the quantum of language, which the learners are required to
learn.
It is not that there has not been any attempt at academic reforms in
English education in TN. An enquiry into the various attempts at academic
reforms in TN reveals that the basic norms have been maintained in any of the
reforms. Anyone who is properly aware of the basic functions of tertiary
English Education in TN Knows well that it has drifted for decades without any
proper direction given by regional, hatchel or global philosophy or system. For
the past half a century there has not been any change in English education even
in the universities, of TN. There has also been starchy opinion that the quality
of English education has been progressively deteriorating, on an account of
various constituents associated with language teaching, such as curriculum,
syllabus, textbooks, classroom atmosphere, student variability, lack of teacher
training, education system etc.
Everyone agrees that ELT in TN has not respond positively to either
global or national needs of communication in English on account of preserving
an English teaching programme which has become absolute. Neither the
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identification of the linguistic needs of the learner nor the pedagogical
strategies to achieve the target in accordance with the already existing
curriculum has been of any serious concern of the universities 95% of the
informant teachers and academicians strongly expressed the view that a
through restricting of English education of the tertiary level is inevitable. Only
5% of them felt that no change is necessary.
The exacting need of the change is further. Emphasized by the
employment requirements of the multi-national companies. Today job openings
are available only for those who are endowed with the facility of effective
verbal and social skills whereas in the past, paper qualifications were sufficient
to secure a job. As the bcunds of higher education institutions are not limited, to
the boundaries of nations of continents, the globalisation of education has
become a reality today and it emphasizes. Equality academic excellence and
overall excellence. Therefore, what is required in English education is a
curriculum development aimed at preparing in the excitement of contemporary
world.
In the recently evolved worldwide industrial and economic change, the
students assume the role of customers and if they are not getting profit out of
learning they are not getting profit out of learning they become unhappy, and
this unhappiness will tell up on the existence of the institution itself.
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The central aim of English teaching is not one level very straight forward
and uncontroversial. As its simplest, the purpose of English as a part of
curriculum is to develop the learners ability to use the language effectively.
However, below the surface of that apparently incontestable and transparent
statement lie all sorts of complicating opinions, ideologies, methodologies and
philosophies endowed in different parts of the globe through the past eight
decades. Its in the light these findings that the investigator examines the topic
that he is perusing.










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Introduction
English in India
No other language in our country has been asked to do so many things, in
any so many things , in so many situations, remote from one another, both
geographically and culturally w English. In terms of the number of English
speakers the Indian sub-continent rank third in the world, after the USA and
UK. This is largely due to the special position which the language has come to
hold, in our wintry, where it has been estimated that some four or five percent
of the people wow make regular use of English over forty million people
towards the end of the last century. It is no longer an unhealthy hangover of
colonialism. Now as Brajb kachhhru has observed in the alchemy of english,
English excels other world languages and Is a tool of power domination and
elitist identity and of communication across the continents(A).An examination
of its history of England in the Indian soil will be quite interesting for it is
imperative in understanding the diffusion and impact of English, in our
educational, cultural, scientific technological and economic transformations.
English language teaching in particular and education in general is as much a
political and a pedagogic act shaped by a complex mix of historical, social,
economic, cultural and demographic forces. The history of English in India is
in close conformity with the changing phases of these forces. The history of
English in India can be divided into three phases each showing independent
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developments are first phase, known as the missionary phase, begins in 1542,
upon the arrival of St. Francis Xavier. In subsequent years Christian
missionaries there were committed social workers, in various parts of the
country especially in Bengal, who are convinced the better things could be
achieved through knowledge of English and the so called English education.
The missionary education continued in the post independence period in the
form of denominational education run by indigenous as well as foreign
religious societies.
Interestingly enough the second phase of English language in Indias the
result of demand of Indians for English studies. This, according to kachru, has
been considered vital by some scholars who believe that the spread of English
was the demand of the local people and their willingness to learn it. (35)A very
significant fact about the emergence of English as a language and medium of
education is that of the early English merchants came across The ancient
civilizations, which they recognized at least as advanced as their down. In India
for example the interest taken in Sanskrit by sir William Jones in 1780s led to
intense research in Europe into the historical relationships among languages and
eventually to the re-construction of India-Euro peen (knwlis140). Thus, the
popular belief that foreign rulers for carrying on their government business
imposed English on a subject people is untrue. A great social reformer like Raja
Ram Mohan Roy persuaded English east India company to give instruction in
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English since it was the only language to allow young Indians gain access to the
scientific knowledge of the west. Commenting on the emergence of English
predominance in India Brag B kachru says. Roys proposal set off a
controversy about Indian educational policy that resulted in the third phase. This
phase began after 1765 and resulted in a controversy over the meets of different
educational systems for India (south Asian, 35).APR howatt has recorded,
published in serampur in 1797 and printed by the author John Miller himself,
The tutor is possibly the earliest example of a book written to teach English in
what would today be called the third world. It is one of Alstons most
fascinating discoveries, the only known copy being in the library of Calcutta
University (67).
The first regular British contact with the sub-continent came in 1600 with
the formation of the British East India Company by a group of London
merchants who were granted a trading monopoly in the area by Queen
Elisabeth. The company established its first trading station at surat in 1612, and
by the end of the century, others were existence at madras, Bombay, and
Calcutta. English made followed by colonial and imperial expansion spread
English throughout India. During the period of the establishment of British
government in India, there was the implementation by the British, under Lord
Bentinck of educational instruction in English, later on shaped by Macaulay in
his minutes of Indian education Macaulay had penned his 1835 education
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minute, as the law member of the supreme comeil of the governor general, lord
William Bentinck and as chairman of the general committee of public
instruction. According to the baron DE, Macaulay summarily dismissed Indian
languages as being too fantastic and absolute to be objects for the patronage of
the colonial government (45). The education minutes, says mark Tully, set the
pattern that survives to some extent, to this day. It was intended to be a
language of the Indian elite and it still is (157). Macaulays demand was for a
class of persons, Indians in blood and colour but English in taste in opinion in
morals and intellect (kachru 68). His demand was effectively consolidated in
1844 by lord Hardinges public announcement of the British policy giving
preference to Indians with English education dispatch absorbed both utilitarian
and liberal education aspects of this policy in a concrete programme for higher
education. In 1813 the charter of the East India Company was renewed for
another twenty years and an annual sum was set aside for the revival and
improvement of literature and for the encouragement of the learned natives of
knowledge of sciences among the inhabitation of the British territories in India.
What is significant is that time no mention was made of the language to be used
for that education. That was left ambiguous. Then along come Macaulays
famous recommendations of 1883 All funds he said, would be utilized for
importing to the native population a knowledge of English literature and science
through the medium of English language (quoted in Rama Mathew 158).
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In course of time, the system of education gave a new direction to
elementary education through the introduction of instruction at regular and fixed
goes a broad curriculum and a clear-cut class system. The missionaries also
stimulated the learning of Indian languages. Books were also printed in different
vernaculars. It was during this period that the broadening of the study of science
and geminates became a significant movement in Europe. These subjects were
also taught in India in the newly started schools through the English called
English education. The language used was essentially the same as that used in
England.
Although Macaulays minutes decided the content and medium of instruction at
higher levels of education where as the Indian regional languages could be the
medium at lower levels. However, admission to university education depended
on a sound knowledge of English and consequently the secondary schools
offered English as an optional medium of instruction is marked the growth of
secondary and university education. The hunter commission 1882
recommended the higher priority of primary education through regional
languages.
Whatever is the attitude of Indian nationals towards English language says
jerry Knowles by the nineteenth century English and become the language of a
world-wide empire and it was deigning to be influenced to be influenced by its
world-wide context (139).
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Lord cuesons resolution of 1904 recognised the extension of primary education
as the duty of the states. In spite of the efforts of the British government various
missionary organizations and social workers who were inspired by national
movement, the achievement of education on the eve of independence fell far
short of the professed goal. Quite a majority no Indians remained illiterate.
Since the end of the colonial period and the dawn of Independence there was
always existed the tendency to scale down, even to completely eradicate
education through English as it was viewed as a relic of the British school and
colonialism. A section of highly influential Indians went to the existence of
believing that education obtained through the language of our east while
oppressors was a sure sign of unpatriotic.
Consequently English lost its supremacy and along with it lost its unique
privilege one of the early acts of the national government in 1947 was to set up
the official language commission. But the socio-political situation in the country
necessitated the relation of English for all official purpose until January 1965,
under article 342 (2) when it could be replaced by Hindi in due course
v.k.hokak in his well-known book English in India (1964) rewards, However
successive committees set up to investigate future language planning for the
country considerable influence to after this agreement(15).The role of English,
in post independent India Varied from one state to another. In spite the
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regional differences in the place of English in the school system, English is
taught in every state as the main second language.
Three questions were posed in this connection. The first was concerned with the
position of English to be assigned at various levels of education. The second
question was the role of English, Hindi and regional languages in Education.
The last one was the model of English to be presented to Indian students and
how that presentation could be made inform and effective. No proper solution
could be fomd to these issues, the language problem in free India became an
explosive issue and the govt of India initiated various efforts to solve it.
The first step in the direction in this direction was the appointment of official
language committee by the president of India on 7 June 1955 charged by B.H
Kher. This committee recommended the continence of English as the official
language until Hindi book over. Article 343 (1) of the constitution of India
specified that Hindi would ultimately take over the position of official language.
However owing to the language controversy in various parts or the country, the
parliament passed the official language at in may 1963. In order to reassure the
non Hindi speaking people this at was made into law in 1967. The act according
to kachru

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utilized for importing to the native population a knowledge of English literature
and science through the medeium of English language (quoted in rama
Mathew 158).
In course of time, the system of education gave a new direction to
elementary education through the introduction of instruction at regular and fixed
goes a broad circuling and a clear-cut class system. The missionaries also
stimulated the learning of Indian languages. Books were also printed in different
vernaculars. It was during this period that the broadening of the study of science
and geminates became a significant movement in Europe. These subjects were
also taught in India in the newly started schools through the English called
English education. The language used was essentially the same as that used in
England.
Although Macaulays minutes decided the content and medium of
instruction at higher levels of education where as the Indian regional languages
could be the medium at lower levels. However, admission to university
education depended on a sound knowledge of English and consequently the
secondary schools offered English as an optional medium of instruction is
marked the growth of secondary and university education. The hunter
commission 1882 recommended the higher priority of primary education
through regional languages.
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Whatever is the attitude of Indian nationals towards English language
says jerry Knowles by the nineteenth century English and become the language
of a world-wide empire and it was deigning to be influenced to be infiuenced by
its world-wide context (139).
Lord cuesons resolution of 1904 recognised the extension of primary
education as the duty of the states. In spite of the efforts of the British
government various missionary organizations and social workers who were
inspired by national movement, the achievement of education on the eve of
independence fell far short of the professed goal. Quite a majority no Indians
remained illiterate.
Since the end of the colonial period and the dawn of Independence there
was always existed the tendency to scale down, even to completely eradicate
education through English as it was viewed as a relic of the British school and
colonialism. A section of highly influential Indians went to the existence of
believing that education obtained through the language of our east while
oppressors was a sure sign of unpatriotic.
Consequently English lost its supremacy and along with it lost its unique
privilege one of the early acts of the national government in 1947 was to set up
the official language commission. But the socio-political situation in the country
necessitated the relation of English for all official purpose until January 1965,
under article 342 (2) when it could be replaced by Hindi in due course
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v.k.hokak in his well-known book English in India (1964) rewards, However
successive committees set up to investigate future language planning for the
country considerable influence to after this agreement (15). The role of
English, in post independent India Varied from one state to another. In spite the
regional differences in the place of English in the school system, English is
taught in every state as the main second language.
Three questions were posed in this connection. The first was concerned
with the position of English to be assigned at various levels of education. The
second question was the role of English, Hindi and regional languages in
Education. The last one was the model of English to be presented to Indian
students and how that presentation could be made inform and effective. No
proper solution could be fomd to these issues, the language problem in free
India became an explosive issue and the govt of India initiated various efforts to
solve it.
The first step in the direction in this direction was the appointment of
official language committee by the president of India on 7 June 1955 charged
by B.H Kher. This committee recommended the continence of English as the
official language until Hindi book over. Article 343 (1) of the constitution of
India specified that Hindi would ultimately take over the position of official
language. However owing to the language controversy in various parts or the
country, the parliament passed the official language at in may 1963. In order to
[Type text] Page 31

reassure the non Hindi speaking people this at was made into law in 1967. The
act according to kachr Three questions were posed in this connection. The first
was concerned with the position of English to be assigned at various levels of
education. The second question was the role of English, Hindi and regional
languages in Education. The last one was the model of English to be presented
to Indian students and how that presentation could be made inform and
effective. No proper solution could be fomd to these issues, the language
problem in free India became an explosive issue and the govt of India initiated
various efforts to solve it.
The first step in the direction in this direction was the appointment of
official language committee by the president of India on 7 June 1955 charged
by B.H Kher. This committee recommended the continence of English as the
official language until Hindi book over. Article 343 (1) of the constitution of
India specified that Hindi would ultimately take over the position of official
language. However owing to the language controversy in various parts or the
country, the parliament passed the official language at in may 1963. In order to
reassure the non Hindi speaking people this at was made into law in 1967. The
act according to kachru
Specified that Not withstanding the period of fifteen years from the
commencement of this constitutions the English language may as the appointed
day continue to be used in addition to Hindi, for all the official purpose of the
[Type text] Page 32

union for which if was being used [..] (90). It has been clearly specified by
kofabri in his report of 1965 which reads.
The education commission of 1955 under the chairmanship of H.N
keenzrce recommended that the change from English to on Indian language as
the medium of instruction at the university stage should not be hastened and that
if a change in the medium of instruction from English to regional language is
effeeted, English should continue to be studied by all university student.
Subsequenthy the speech made by Prime Minister Jawaharlal nefru in
parliament that English should confer, almost indefinitely shows that there was
per feet awareness at higher levels of the practical issues related to language
policy. (12)
Kothari commission of 1964 appointed to suggest measures to totally
restructure education, emphasized the inevitability of English as alibrary
language thus: English should be the most useful library language in higher
education and our significant window on the world (12).
When in 1965; Hindi was proclaimed as the sole official language, the
sasthri government was severcly shaken by agitations. Only after student had
burst themselves to death and a hundred rioters has been shot dead by police,
was it arced that English should continue terms of the English language amen
dment bill, English was proclaimed an atterative official or associate official
[Type text] Page 33

language with Hindi, until such time, as all non Hindi states had agreed to its
being dropped.
On the cultural side, International and infer national communication is
possible only through English. Almost all our interstate social communicate is
metect out through English. In fact, It is tion a nifying factor, inting the different
regions speaking different languages into a single entity. Recent estimates show
that in India over million people use English as a matter of curse. Rapid
expansion of education during the past few decades has resulted in the
diffursion of English bilinguation in India.
India is one of the leading contries in publishing books in English. It has
recentitly been estimated, that roughly one fifth of Indian newspapers
(accounting for well over one firth of circulation) and one third of all books
published in India are in English. Apart from Hindi English is the only pan-
Indian language available for use in broadcasting by cell India Radio and in the
widely expected television network. Moreover, a considerable amount of
creative writing in English has established major cultural claims for the
language in the language in the subcontinent, quite independently of further
contact with the west. Electronic media, which play a significant role in
education, have English as the medium for their educate programmers. In
addition to this, western music and onal English feature films from different
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parts of the world find a significant place in the publicity in these media and
elsewhere are mostly in English.
Indian literature in English has been recognized as an academic discipline
and form part of post graduate and doctoral courses in English in Indian
universities.
Today, English is the medium of teaching/ learning at various prestigious
national institutions like I.I. Ts, I.C.M.R; C.S.I N.C.E.R.T and I.I Ms If
continues to be the only medium in the national fora. The competitive
examinations conducted by various institutions of industry and businesses have
only English as the medium of examination and interview. The proceedings of
the Supreme Court are recorded in English unclear article 348 of the
constitution. It continues to be the medium of national. Seminais symposia and
acaelemic discussions. Recently these have been a tremenclous increase in the
number of students, enrolling themselves for various courses in science
employment abroad.
English is used very freely in Indian social circle as a language of social
circle as language of social interaction at various formal and informal level
more over the dialect of English known as Indian English has gained
recognition of late as an efficient and state variety existing in its an farme of
refrence and symbolizing a distinet socio cultural realty.
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