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a thing. They pass their exams all right, but end up unemployable
graduates, their native capacity to learn damaged for ever, and their
creative faculties crippled. This is a tremendous loss, both at the
individual level and at the level of society.
Indians are firmly convinced that the only way to learn English properly
is to learn everything else through English. This is contrary to logic and
empirical evidence both in India and around the world. Children in
every country today learn English, but they learn it as a foreign
language, and learn it well, in all countries where English is not the
native tongue.
Consider countries like Korea, Japan, Germany, Sweden, Russia, Brazil
and China. They have economies that are better than most. Their
schools teach English, but employ their own mother tongues as the
medium of instruction. Korea's population is smaller than Tamil Nadu's.
Japan's, smaller than Bihar's. The Scandinavian countries are
comparable, in population size, to Mayur Vihar, Thane, White Field or
some other suburb in India. Their languages remain vibrant, they
create new knowledge and literature in their own languages and
produce Nobel prize winners and world-beating companies. Of course,
they also learn English, the de facto world language. Except in
colonized India, nowhere do people believe that unless they abandon
their mother tongue and embrace English as the sole language of
instruction, their future is doomed.
Today, many Indian languages are slowly dying. The best and brightest
among them learn only English. The poetry they write will be in
English. Their creativity will not nourish the roots of their mother
culture. Great Indian languages whose proto-sounds have resonated
with sense and sensibility for thousands of years will languish and die.
Sounds implausible? Welsh is almost dead. Irish writhes in its death
throes. The print order for a book of poetry in Hindi, nominally the
mother tongue of over 450 million people, is 500. But for Hindi films,
Hindi poetry would probably be dead by now.
Premium advertising in the print media goes to English publications.
When people have money to spend, they defect from their mother
tongue to English. Everyone wants to earn more money , they will want
to imitate the habits of the elite, who wear Fab India ethnic and
converse only in English. The current fetish with English Medium
destroys learning and creativity, produces unemployable graduates
and sets Indian languages on an inexorable course of destruction.
What is the alternative? Teach kids in their own mother tongues.
Produce world class textbooks, translate them, by all means, from
English, for all levels, and revamp the teaching of English as a second
language.
With a proliferation of television channels in all languages and the
coming spread of wireless broadband, use of multimedia to expand the
scope of teaching English to cover speaking is not difficult at all.
(Disclosure: I studied in Malayalam all through school and how I speak
English is an endless source of amusement for my two Delhi-brought
up, deracinated children).
English itself will be the biggest beneficiary from Indians deciding to
teach their young in their mother tongue while also teaching them
English separately and thoroughly.
Can Indian languages lend themselves specialized registers required
for academic rigour in varied disciplines? But of course. In Europe, the
language of science used to be Latin, till science and society got
democratized. Many Latin terms continue to be used in science. Indian
languages can continue with Latin and English for technical terms
instead of going for long-winded artificial coinages. If Korean and
Swedish can deal with microelectronics and Abba, there is no reason
why Indian languages cannot.
Indians need to be multilingual, and they can be. Learn English, we
must, but in a manner that does not kill off Indian languages, children's
ability to comprehend or even English itself.
Medium of instruction
Usage of code-switching
Although bilinguality, the ability to speak two languages fluently
(English and Filipino languages in this case) allows professors to have
the edge in teaching their subjects and to communicate with their
students more effectively, improper use of such ability led to the rise
and continuing usage of code-switching, which Dr. Julio Teehankee,
Dean of College of Liberal Arts, thinks is the problem nowadays.
The problem perhaps is code-switching, the use of Taglish, he says.
There has been an existing policy that prohibits the use of code
switching, which is one of the recommendations given by our PAASCU
review: to minimize the use of code-switching.