'31/A JIA SARAI NEAR HAUZ KHAS METRO STATION NEW DELHI 110 i CONTACT NO.- 8587035827, 9267928908Language: Basic Concepts, Theories and Pedagogy. English in Use. CONTENTS Title Concept of Language The Function of Language Theories of Language Acquisition Pedagogy of English Page NO. 1-5 5-6 6-7 8-18* CONCEPT OF LANGUAGE * "Language Is the expression of Ideas by means of speech-sounds combined into words. Words are combined into sentences, this combination answering to that of ideas into thoughts,” ~ Henry Sweet “Language is a purely human and non-instinetive method of communicating ideas, emotions and desires by means of a system of voluntarily produced symbols.” - Edward Sapir “Language is a rary vocal symbols by means of which a social group communicates" — “Block and Tragers “Language is a set of human habits, the purpose of which is to give expression to human thoughts and feelings especially to impart them to others.” Otto Jespersen “A language I: a system of arbitrary vocal symbols by means of which a social Group Cooperates,” ~ Bernard Bloch & George L. Trager Language is a set of arbitrary vocal symbols by means of which a social group Operates, communicates and express their emotions, feelings and desires, tis system of signs that we use in Communication. Communication, in any language, is only possible because of the linguistic symbols that function according to some rules and canventions. Itis these rules that give us the underlying Conventions on how to form Phunemes into morphemes. These rules also tell us how to derive words from morphemes. It is the same rules that govern every aspect of a language such as its grammar, syntax, phonology, etc. Language is what enables us to utter distinct sounds, join them into words, and into meaningful sentences for the purpose of communicating our ideas and thoughts. Language has several characteristics - \LDisplacement a ZAlbitrariness 43-Productivity \4-Cultural transmission \_S:Discreteness _-4: Duality Evaluation is based on translation of texts; and h. The textbook is the only“teaching-learning material Roger Ascham, Montaigne, Comenius and John Locke attempted to reform grammar-translation method. Later, Berlitz, Passy, Vietor, and zespersen shed light on the problems of grammartransiation. They Supported teaching L2 in L2 itself - supporting speech and text + Direct Method - ee, cel This method was developed at the end of the nineteenth century and it challenged the views on Grammar-Translation method Gouin and others tried to put forth a method based on scientific observations of children's language rearing Franker} 884) put forth a proposition tha: monolingual language teachi effi associating form and meaning, Target language SiGuld be used actively n lass and ae be Pxplained. The learner has to pick up the grammar of L2 as in the case of their L1, by exposing themselves to the language, inductively (Thornbury 2000). The textbook is not used in the intial years of leaining and teacher decides what to teach. Direct Method lost its popularity by 1920s in Europe andit was the first teaching method recognized by language teachers and experts. It moved language teaching into the ‘methods era’Principles of Direct Method 1) Teaching is done in the target language. Mother tonguednative 'anguage of the i ted 2. Everyday vocabulary and sentences are given importance while teaching; 3. Tacaet language grammar is taught inductively; 4. Teaching items of the lesson are introduced to the learners orally; : 8. Teacher and learner communicate orally in question and answer form; 6. Realia, pictures or demonstration is used to teach vocabulary. The . HPchnique of association of ideas is used while teaching abstract vocabulary; 7. Ustening and speaking skills are given importance: and 8. Pronunciation and grammar are crucial. eeee © « w wo © — \Audio-Lingual Method - As Direct method had serious drawbacks the AudioLingual Method 7 came into existence. Tt was popular during the 1960s, especially in, the United States, The other Teaser for the development of the Audiolingual a Method was that the United Sates Bmerged as a major intemational u ? Power after the I1 World War and the demand for teaching English to Inmigrantsatd Tregn teeter nea i ee Che > es oe le fonunclation,-and “mastery of the formal propertie: of language” which implies goo Grammatical obs (Sencrinos TOIT a 113) orstructure’ (Richards & Rodgers 2007: $2). The Audiolingual “S Method declined as the learners could not apply skills learned in the > Class in real life situations. Theoretically, Noam Chomsky, a noted linguist, argued that languages were generated from the leamers underlying knowle s 66: 153 ee emer The Principles of the Audio-Lingual Method 1. Language is for communication; ' 2. Lariguage is Teamt using the natural order: listening, speaking, reading and writing; 3. Language is learnt contextually; 4. Repetition and drilling are cdmmon as language learning is a part of the habit; 5. Substitution drills are common to make learners know how language Cu Grammer structures are taught first, then vocabulary; 7. Rates are Taught using examples 8 Errors are corrected tmediarely, : tei are the role models of language usage; and 10: Teachers teach Ihe culture of the target language. 7 structural Approach - ‘This method encourages a learner to master the structures of English_ A structure 15 an arrangement of phrasea to Sentoeee Te ‘presupposes Engish comprises ‘structures’ and trav con be taught by systematic selection and gradation of the structures and vocabulary Grammatical structures are learnt by language drills and repetitions in the early stages. Leamers have to attain mastery in using 275 graded structures and 3000 root words. This method uses the following for teaching English: Mections: Word, 4 re can_change Function words modify the meaning of a sentence. an affix (prefix or suffi) can change the base form of a word. aMRM UO Sf Principles of Structural Approach Prof. F.G. French has put forth the following principles. 1. Learners have to fix up habits of the English langueg Sar e teacher; 2. Learners’ activities are more important than those of eee 3, Oral work is the base for the other language skills ee 4. The structures of English are mastered ~ they are to practised and fixed in mind, ch language 5 Meaningful situations are created by dramatization to teach lang skills and 6. The teacher teaches one language item at a time Selection_of Structures ae As the structures of English are the basic teaching points in an approach, the teacher selects the structures based on the following Principles: @ Usefulness: the structures, which are used frequently. b. Productivity: the structures which entail the other sryotures ©. Simplicity: the structures which are simple in terms of form a meaning. d. Teach-ability: the structures which are easy to teach ©. Frequency: the structures with a high rate of occurrence f.Range, the structures which occur in various contexts 9. Coverage: the structures which cover a number of meanings h. Learnability: the structures which are easy to learn Gragation of Structure Structures of English are graded based on the following patterns which are taught together or separately during English language teaching course. A Grouping - 2, Phonetic grouping: based on sound. For example; cat, rat, mat ett. 5. Lexical grouping: based on words used in the same contoxt, © Grammatical grouping:based on similar sentence pattern g. Semantic grouping: based on words having a similar meaning © Structure Grouping: based on structures which fit each other B. Sequencing - 2. Grammatical sequencing :they are placed one after the other depending on their context . Semantic sequencing they are sequenced depending on their meaning © Lexical sequencing: it depends on the phrases which go together C Types of sentence pattern - There are different patterns of sentences They are: 2. Two-part patterns : Birds fly (birds/fly) b. Three-part patterns: She is sleeping (she / is / sleeping) c. Fourpart patterns : Sresta went to shop ( Sresta/went/to/shop) d. Patterns beginning with ‘there’, ‘wh’ type question : There are two chocolates in my bag. Where is your college? e. Patterns of command/request : Come here, Go there etc f. Formal pattern ; Good afternoon, Thank you ete, D. Sentence types- 19The structures have the following sentence types: b & Declarative sentence It makes a statement. Example: | want to be 3 900d teacher. * b. Imperative sentence. It gives a command or makes a request Example: Please write it down. Gomme Grtogative sentence: It asks a question, Example: Where are you ing? d. Exclamator Ty sentence: It expresses a feeling such as surprise, happiness, e * tc, Example: Hurrah! We have won the game * Situational Approach - Tenet atgnel goproach had been developed {rom the 1938s-to-the 960s by British Applied Uinguists, Harold Palmer and A.S_Hornsby. ‘ese two people knew the direct"method and the work done by19th | Century applied linguists like Otto Jesperson and Daniel Jones, and they {Wied to develop a positivist approach to teaching English The situational a roach ensures that the language taught is Practical The vocabulary ond sentencas ave used inteal stualion or sinfutates”stuation-ro-trat-ihe-meaningoI-Wwords are associated with situations. For an example, leamers know the meaning of “pencil”, not because they have looked it up in a dictionary, but by hearing sentences like: “Write with a pencil!", "Sharpen the pencil!” etc Even if the Classroom environment is irrelevant, teacher's innovativeness helps learners to comprehend it in a situation outside the classroom. The objective of teaching English is to make learners use it in their daily life. Therefore, translation and mechanical drills cannot help learners connect language to reallife situations They, in fact, lead to boredom, and there is no relationship between what is being learnt and practised in daily life. Meaning, context and situation are very important to teach a language. The vantage point of situational aparoach is its principle of variety and simplicity it 1s due to this characteristic feature, even slow learners are engaged in what teacher or peers do and say in the classroom. Learners cooperate with one another and they are excited to learn English using it in imaginary situations, especially when they enact a situation in class. Besides all these, anoteworthy point is that situational approach demands much from the English teacher. S/he must be fluent in English, have a reading invention, be able to evaluate learners’ corrprehension level and offer a revision. Principles of Situational Approach ‘7 Language learning is habit-formation; + _2-Mistakes should be avoided; 3, Language skills are presented orally first, then in written form: to improve the effectiveness of learning; ‘4. Examples are better than analysis for language learning; 5. Meanings of the words are presented in linguistic and cultural context; 6. Opportunities are created for learners to associate the meaning of new words with parallel situations; 7. New words are introduced as and when it comes in the class; 8. Language materials are used to create appropriate situation; . 9, Continuous repetition of language items; 10. The teacher raises questions related to created situation and s/he answers them; 11. Revision is important; 12, There is a continuous chain of actions from the teacher; and 14pth ih x we a at a eee ee ee ee Ji RRR RRE REEL YA , 13, Teachers’ statements and actions go together continuously 1. West's New Method - anguage 17 { Method He West had done research on teaching English as a foreign | {Rdia'and developed this method as a response to the Dist 8 This method focuses on the English language needs of laduiP’s! states that learners in india need to read English, write it spear vent ceadind comprehend it when spoken , According 10 Dr West. teachers should teach 5! ve pi ‘go, teachers lay ™ Skills first to improve reading comprehension skills treading emphasis on the, habit of silent reading In order to develop silent "eg a a habit in learners. he proposed a reading boox, which has 1" feadiag text and selected vocabulary Dr West recommended an essential vocabulary-list of 2,280 words, which have been classifie' 2 General Words excellent, beautiful, polite, etc Essenval words that, in, the, will, etc © Common environmental words pencil, table, pen, plate, etc hill, ets @ Specific environmental wards plant, park, stream, eis used New words are spread evenly across the lesson Mother tongue 15 used based onnecessity Supplementary materials are used to arouse interes in learners for sient reading Leamers reading comprehension 15 evaluated using tests According to this method, English 1s a skill subject and that reading English is the easiest way to speaking and writing The method also stresses the need to relate the written work with oral work In this method, grammar is considered not as a diet, but as a drug S's method lays emphasis on three important elements The Ww a. reading, readers with selected and graded vocabulary, and ©. welljudged use of the Li Principles of Dr. West's New Method emorization and mimicking are common in language learning 2. New structures are explained in L!: 2 Grammar is taught inductively using mode’ sentences: 107 practice is given in a controlled environm 4 Initially, conve! anc 5 Lectures. discussions and dramatization are used in the intermed ate ang + Bilingual Method - (€J_Doeson (1967) was the proponent of the biingual metiod It is Used for Teaching 3 foreign language and it 1s complementary to the gudiovisual method From the begining the sandvuchtectiaiqueis used to convey the meaning bulingually. The mother tongue is used for bil§ual pattern crilis ® Ay G aw The biingual method follows three stages (present pitice Zi teaching Engish Our FU pracuhonets ang ach auction) whi iC ( Mhave negiected t Butzkamm & Caldwell (2009) nave taxen formara jodson's ideas and Hall & Cook (2012 299) supported it 1@INC Iple Ples of Bilingual Method ’ 1. Meanin 2 of : URE conveye ees, Phrases. idioms, sentences and_grammatical , 2p rough LT i the inital stage of the lesso atten pr > em practice is given only in English; and 3. Lis yy, f ised 2 = a by the teacher to explain vocabulary and phrases > 2 otal ph sical_R va ets Phycol Response) 2 3 Jarry, > Sxperi ical Respor > -SBeteneSs This method is based nse (TPR) based on h sical m nthe coordination of language and ) Teacher Tee ament Neamers act according to commands-given by The eachers are adv eet 12 to 36 words in_an_hout_of teaching. Parent. Tous oa to treat learners’ mistakes empathetically - like a Progress in terms of proficiency, a teacher finds in the classroom, : ‘ee hypotheses based on his observations: 1. Learning iangua: ‘anguage should be free from stress; > 2. Language learnin misphe enga 3. Basmala rearnihs engages the right hemisphere of the bral language is learnt by listening: The total physical response is often used with oth approaches/imethods/techniques. It i r beginners poicatheale ia is popular among beginners and Principles of Total Physical Response 1. Listening is stressed upon; speaking is not important in the early Stages of learning; 2. In the initial Stages, learners can respond to the teacher in L1; ) 3. Listening comprehension skills are the most effective strategy to develop speaking skills; 4. Learners are given enough time to acquire speaking skills through listening; 5. The objective of the method is to develop fluency; 6. Lessons ere developed around grammar, especially around the verb; 7. Grammar is learnt by induction ~ through code breaking; 8. ‘Meaning’ is at the heart of a lesson. Therefore, learners learn vocabulary and commands based on verbs; 9. Teachers are solely responsible for deciding the listening input; and 10. Teachers have the freedom to use other techniques along with TPR. + Whole Language - The ‘whole language has its origin in aCholise)’ Holism is a response against behaviourism, which_emph g-takes place wit smut and responses—Holists tegardedit_as.a reductionist_persnective, hich does not recognize that "the whole is greater than the sum of its parts” Further, holists argue, analysis of individual behaviour cannot help us determine how the human mind works and learning is impossible by analyzing chunks of the learning system. Thisis the theory behind the whole language. curgzoyuoction are: dialogue journals, The activities used for Whole Language a writing conferences Portfolio-writing, learner-made books, story writ F (Richards and Rodgers, 2001). id the 1990S The whole language rose to popularity in the late 1900. ot Nod ‘and and it became an alternative educational paradigm to many M approaches. Though it was admired during this period, educator. believed that skill instruction was essential for learning Ht laims made fesearchers in language education were doubtful about the cl by the approach ors who Principles of the Whole Language 1. Stress is laid on comprehension in reading and express meaning in writing; 2. knowledge is created using constructivist approaches - learners interpret the text and freely express their ideas in writing; 3. Importance is given to high-quality culturally diverse literature, 4, Integrate literacy into other domains of the school curriculum. | 5. Frequent reading in the form of guided reading, reading alou independent reading 6. Reading and writing for real purposes: 5, 7. Emphasis is on understanding the meening-making role of phonics. grammar, spelling, capitalization and punctuation in diverse social contexts, 8. Concern for learner's attitude; and 9. Supporting cooperative learning among learners. This approach is primarily dependent on the learners’ cognitive skills of reading. They are as follows 2. Sub-lexical : reading It is a type of reading which associates character/s or with sounds, b. Lexical reading: It is a type of reading which acquires words or Phrases without giving attention to the characters or groups of characters that form them. “Communicative Language Teaching (CLT) - !t accentuates interaction as the means and the definitive objective of learning. Language learners in CLT leain and practice English through interaction with one another and the teacher. Learners talk about personal experiences with peers, and teachers teach topics which encourages language skills related to various situations. The most important goal of CLT is to enable the learners to communicate in the target language. This approach does not use a textbook to teach English but develops oral skills before moving to reading and writing. In addition, teachers select classroom oral activities which are effective for developing communicative abilities and fluency in the target language These activities include active conversations and creative responses from learners. Language activities differ depending on the level of language class Six kinds of activities are used commonly in communicative language teaching classrooms. They are: group work, role-play, interviews, information gap, opinion sharing scavenge’ hunt, etc. of the prominent aspects of this approach is the role the teacher assumes in the classroom, Breen and Candlin put forth the roles teacher 16ee assum, © in @ CLT class, They are as follows: 1. Facilitator fa the clasarses cilitates the communication process among leamers in Independent Clacsrocm cr" Participant: act as an independent participant in the 3. Needs. anciomate teaching and learning. language necne i earner decides and takes initiatives to address fda arners, lor: speakers aeth?, teacher is a model communicator and coordinates * 5. Group praentions and listener's comprehension communicat "SS manager: Teacher sets the classroom as a place for ‘on and communicative tasks. Initially, langua imal ge teaching was regarded as a cognitive task, which ives i socioccagn oration. Afterwards, it was considered to be assoclan eg wags Which involves both the cognitive abilities and language ml one customs, tradition and circumstances. ri and performeuting the 1960s, Noam Chomsky focused on competence 197 lance in languagelearning, which gave birth to CLT. In the linguists, Michael Halli . day and Dell H conceptual foundation for CLT. on ve language reach Communicative language teaching spri pane to popularity in the 1970s due to the failure of conventional Teuage teeching methods, and rise in demand from society for effective language learning Prior to CLT, the major language teaching method/ approach was situational language teaching. This method gave less importance to direct communication. Applied linguists in Britain, were eptical about the efficacy of situational language teaching and Chomsky challenged the structural theories of language and stated that those theories were unable to explain diversity that exists in actual communication. Candlin and Widdowson too observed that the other language learning methods/approaches were ineffective in language classrooms. Dell Hymes’ concept of communicative competence originated from Chomsky's idea of the linguistic competence of @ native speaker. Subsequent scholars, particulary Michael Canale, developed the concept Fully. Canale and Swain (1980) defined communicative competence in terms of four components: a. grammatical competence: competence of learners related to rules of language - grammatical and lexical. b. sociolinguistic competence: competence of learners related to understanding the social context in which communication takes place. ©. strategic competence: competence of learners related to strategies that interlocutors make use of, to initiate, terminate, maintain, repair and redirect. communication, id, discourse competence: competence of learners related to the interpretation of individual message elements - cohesion and coherence. Principles of CLT 1. Fluency and accuracy are essential; : : 2. Along with listening comprehension and speaking, reading and writing can also be taught; : 3 Contextualization of language and meaning are important; 4, The learner should be able to communicate; 5. L1is used judiciously; and B the class is made lively and interactive with pair and group work. %+ Natural Approach - ring the Stephen Krashen and Tracy Terrell developed this oe sree late 1970s. After its formulation, they further develope sults of their basis of this method. Terrell and Krashen published the rordea for Work in, The Natural Approach in 1983. it was mainly int learners at basic / beginers level. cquisition The main objective of the approach is to promote Pe eporerce to in a classroom in a natural way. Therefore, it gives more eas vocabulary, creating intrinsically motivating situations, om exposure to English input, reducing learners’ anxiety than n grammar-learning and error-correction of learners. The learnil 3 eas Environment is made comfortable. The leamer's produce se aa when they feel comfortable after receiving sufficient compreher pcaitor language input. This approach has been linked with Krashen's model. ‘ The approach uses activities which promote subconscious language acquisition. Some of them are: ie ae 3 content activities: these activities help learners to learn a culture, New subject, reading in English b. alae ak activities: these activities help learners to learners own ideas, opinions, experiences about something. & Personalized language activities: these activities help learners to use English while playing language games d. Problem-solving activities, these activities help learners to communicate with each other while finding solutions to a problem Principles of Natural Approach Terrell puts forth three principles: 2. The focus of teaching is on communication. The form is not given importance, b. Speech develops slowly and it is never forced ¢. The early speech follows natural steps (yes/no response, one-word answers, list of words, short phrases, complete sentences.) Terrell states that there are stages for the emergence of language: par speech stage: Learners’ speech will come out after enough Sale a cative input. Leamers give answers to simple questions, using single words and phrases in English. copeech emergence stage: learners do activities, which need advanced English, such as role-plays, problem-solving activities, ete The natural approach is often regarded as a language teaching application of Krashenis menitor model. Krashen proposed tive hypotheses in monitor model 2. Acquisition-learning hypothesis: there is a clear distinction between Learning (conscious) and acquisition (Subconscious) of language. Only acquisition leads to fluency. b. Monitor hypothesis: consciously leamt language is used only to monitor output F ybut hypothesis: comprehensible input given should be one step higher than (+1) that of the leamer's present level of knowledge (i ). Only then, language is acquired. It is known as comprehensible input, 18G. Natural order hypothesis: leamners acquire grammar of English in set Order, and it is unaffected by teaching, ©. The affective filter hypothesis: learners acquire English, with little or No effort, when they are relaxed and open to learning, Other Methods and Approaches in Brief 5 exarnk “Deductive Method - I is one of the methods to teach grammar. It is used with learners who fave acquired same tngfah- this method, the teacher explains the rule fist and then gives examples” Later, the teacher helps learners To apply the rule showing pictures, asking them to do some tasks, etc Attention Practice the grammar Tem: artes —_> * Inductive Method - rere 5 {tis one of the methods to teach grammar, In this method, the teacher Provides examples first, and then, formulates rules based on the” examples given. Teaching and leaming are made interesting using contextualized situationPremty-of practice-is-given—Tedchers must be acctirate in English and com, tin-teaching. ak + Multilingual Education (MLE) Lies \trefers te “first-lanquage-first™ education. Learners must. study in their mother tongue first and ther languages later’ during schooling Proponents of MLE state that the second language acquisition is like a two-way" bridge, The learners know how to move back and forth “Detween their L1 and L2 or other languages. They take their socio-cultural experiences to tie classroom and connect them to second foreign language learning. Multilingual Education thrives on the foundations of Freire’s critical pedagogy, Lev Vygotsky's scaffolding, Piaget's theory of cognition and Gramscian theory on education. MLE involves the community to create their curriculum and restrict the theoretical hegemony. + Multilingual Pedagogical Approach - It is a set of principles used to different degrees in various approaches ‘or methods depending on learners, curriculum and teaching context. In this approach, firstly, teachers help learners utilize their present knowledge. Secondly, learners use previous language learning experiences while learning a new one. Finally, learners evaluate and transfer previously employed learning strategies, to the extent useful, to a new language learning context This approach needs competent teachers to: 1. understand learners’ cognitive and affective differences. 2. know how to advance learners’ multilingualism 3. team up with other language teachers to improve learners’ multilingualism, 4. be multilingual and be an example for their learners. 5. be aware of crosstlinguistic and metalinguistic aspects. + Constructive Approach - This approach represents the move from education based on behaviourism to education based on cognitive theory. Constructivism enables active learning and learners make their own meaning and 1gconstruct their own knowledge regarding a concept in a lesson. One of the main objectives of constructivist teaching is that learners are taught how to take initiative for their own learning experiences. It's learner-centred and supports individualization of learning and autonomy. Action-oriented constructivist language learning is encour: collaboration, creation, projects and self-teaching. It develops Habito fegarding learning, about language and intercultural aspects. It is holistic with content-oriented perspective, authentic and complex learning environment, aged through + Thematic Learning - : It is 2 method, which lays emphasis on selecting a precise theme for teaching one or more concepts. In this, information is integrated and it is used for demonstrating the topic. This method enables learners to fecognize how language is used across various subjects in terms of vocabulary, tense, structure, etc. Thematic learning assists learners to acquire knowledge contextually and holistically and they could associate their classroom tasks to their real-life situations. It is an experiential learning. Thematic learning empathizes with the interests of learners and their talent. It promotes teamwork in the heterogeneous group. :SAHITYA CLASSES Unit-Vl ion & English in India : History, Evolution Future 21HISTORY OF ENGLISH LANGUAGE IN INDIA eautes [E.2¢guably the most important thing the British left behind in india Fash helped unify the indian subcontinent by providing a common language Ra eaion with a multitude of languages and dialects. It also provided 2 Taare eg enaue for administration and education. The Indian constitution and ajar Legal code are writen in English and the famous speech delivered by lehru after India became independent was in English. English is especially Popular among the affluent middle class. As was true in the colonial era, English is a prerequisite to getting ahead, especially in the outsourcing and technology world. English is a widely spoken language today. It has often been referred to as ‘global language, the lingua franca of the modern era and Currently the language most often taught as a second language around the world. English in India is used not only for communicating with the outside world, but also for inter-state and intrastate communication. Because of the great ethnic and linguistic diversity found within our nation, English acts as an indispensable ‘link’ language. With the Information Technology revolution and Most software and operating systems being developed in the English . language, a new utility for written and oral communication in the English language has emerged. English is said to be the world's most important language having communicative and educative value. English is used all over the world not out of any imposition but because of the realization that it has certain advantages. English in the Indian Subcontinent Just as in the Caribbean, the English Language arrived in Sout! asa result of colonisation. Unlike lis history in the Caribbean, however, English has always co-existed in the Indian subcontinent alongside thousands of local languages. So for most of the population, it has only ever been a second language. Officially English has a status of assistant language, but in fact it is” the most important language of India. After Hindiit isthe most commonly * spoken language in India and probably the most read and written language in india. Indians who know English will always try to show that they know English. English symbolizes in Indians minds, better education, better culture and higher intellect, indians who know English often mingle it with Indian languages in their conversations, Itis also usual among Indians to abruptly move to speak fluent English in the middle of their conversations English also serves as the communicator among Indians who speak different language. English is very important in some systems ~ legal, financial, educational, business ~ in India. Until the beginning of 1990s, foreign movies in India werent translated or dubbed in Indian languages, but were broadcast in English and were meant for Eng'ish speakers only, The reason Indiens give such importance to English is related to the fact that India was a British colony When the British started ruling India, they searched for Indian mediators who could help them to administer India. The British tumed to high caste indians to work for them. Many high caste Indians, especially the Brahmans werked for them. The British policy was to create an Indian class who should think like the British, or as it was said then in Britain “Indians in blood and colour but English in taste, opinions , morals and intellect” The British also established in Indian universities based on British models with emphasis on English. These Indians also got their education in British universities, The English Christian missionaries came to India from 1813 and : &ich the language of whi they also built schools at primary level for Indians in which the onguade instruction was local language. Later on the missionarte: with English as the iatigiiege of instruction which obliged the indians we wanted to study to have a good knowledge of English. The British rulers began buiding their universities in India rom 1857 English became the fs language in Indian education. The ‘modern’ leaders of that era India supported English language and claimed it to be the main key vale of India. success. Indians who knew good English were seen as the new elite of ne. Many new schools were established in which the language of inst Bcaniversity English, According to the British laws the language of instruction at vn level was English and therefore schools that emphasized Englis! English preferred by ambitious Indians. Even after India's bilge alae ed eh sian Femained the main language of India. Officially twas given a sinucl IT assistant language and was supposed to terminate officially a e of India. India's independence, but it still remains the important languag The origins of English in India is i ly 1600s and soon established trading The British first arrived in India in the early and soon established ta sts ina number af cities under the control of The East india Company 6 1565 the ‘Company's influence had grown to such an extent that the British were effectively controling most parts of the county. This date \s often tek as the start of what is referred to as The Raj — a period of British rule in India that lasted until Independence in 1947. Initially English was only taught to the local population through the work of Christian missionaries — there were no official attempts to force the language on the masses. But by the 1700s, English had firmly established itself as the language of administration and many educated Indians were demanding instruction in Epghshas ameans of socialadvancement. By 1857 universiies had opened danas tase (@adras English was increasingly accepted as the Tanguage of government, of the social elite, and of the national press. The English | to India in the 17th century with the East India Company. it was formed to conduct trade with India and other countries in the ‘Gast Tnifially the Britishers tried to learn indian languages to communicate with Indians. They started special colleges for this purpose. They also took the help of the translators. But when their political powers increased, they created the British Indian provinces hke Bengal, Madras and Bumbay. So the English traders gave more importance to Enolish rather than to indian languages Some missionary institutions taught English to Indians. The East India Company took the responsibility of the educations of the Indians The Indians were also realizing the importance of the English language. As A.PR. Howat notes By the 1830s the Indian middle classes were becoming very demanding They realized that English was the language required for a secure future in a government job, so why was English not taught in the secondary school? Private schools offering this service were already doing good business. particularly in Calcutta. The state was set for the first 'big moment’ in the imperial history of English language teaching Meanwhile some movements were started by Raja Ram Mohan Roy to introduce western scientific education through English He wanted to replace traditional Sanskrit and Persian teaching. To take a decision on the issue, a committee was formed. Cord Macaulay was the chairman of this committee. He advocated English as the medium of instruction in the pl 1s and Pi Lord Macaula: ake the people Indian in blood and colour ut English in taste and opinion. AHe thought the members of this class would spread their knowledge through English. Macaulay's purposes were: 1) to create the dominance of British culture over the Indians and to have the Control over the minds of the Indian people through English ii) to train indians and make them fit for the employment. The British Government ‘9ave preference in jobs to the Indians who had the knowledge of English Anumber of Indian students found poetry, drama and other writings difficult to get their degrees. Meanwhile many new colleges and universities were formed. The system of English education founded on English Iiterature Continued till the independence Indra got the independence and the Indian government had to decide its Policy towartls English. They decided to make Hindi the official language. Regional languages were given the status of national languages. Certain States insisted to make English the associate official language. Universities and schools were increasing rapidly in India. Some of the people from the Neglected society also came forward to learn English. English was not limited to a few elite schools and colleges. But there were complains about the standards of English. The government appointed many commissions to improve the standard of English in schools and colleges. All these would cut Us off from the living stream of our growing knowledge. pune Secondary Education Commission emphasized the same in a similar ‘one: Commissions reaffirmed the importance of English. For instance, University Education Commission says: English, however, must continue to be studied. It is a language which is rich in literature ~ humanistic, scientific and technical The present position of india in the international sphere is partly due to the command that educated Indians have acquired over English. Many eminent educationists and scientists have therefore, expressed the opinion that under no circumstances should we sacrifice the many advantages that we have gained by the study of English. In 1958 The Central institute of English was started in Hyderabad. Regional institutes were established in Bangalore and Chandigarh. But nobody tried to change the literature based system of English. English was studied mainly for education and administration. But because of the revolutionary developments in science, technology, travel, trade, communications and entertainment, English got a new role as the Intemational language of communication. Nowadays it is necessary to learn all the four skills of listening, speaking, reading and writing English, English teaching has remained unchanged for nearly 150 years, new developments are taking place worldwide in the methods of teaching and learning English. These developments have affected the English language teaching in India also. Previously, English was taught from fifth standard in the Non-English medium schools of Maharashtra. Naw it is taught from the first standard even in the non-English medium schools. In the past the syllabus. was literature based but now itis skill-based, Earlier the evaluation system centred on the written skill only, from the year 2006-07 the oral test is introduced in the secondary and higher secondary schools People are aware of the importance of English. They are interested in learning the spoken English. As a result, various courses are developed for teaching spoken English The use of Language Laboratory and Computer Assisted Language Learning (CALL) has created new changes in the teaching of English. The audio cassettes and CDs are being used on a large scale to learn the spoken language. Various software of English teaching are developed and used by a growing number of people.vvudvdsdsr a) o6ds 64h Ok ah 4h oat HUUELEEG [an 1 spoken English es of spOk' nthe COULSES Ye arners 10 1g that 1 the ain general and rivate institutions hat eiping the fr Fee are miomvenies the language IMCS A conve Ske ang special gc ancy vet Me COT als ae B80 Me mme acquire i Now Television runnin ‘Deept! the spoken skills n particule’ Tt! Apry imagine Is P's cheap: OF fomords mproving ep0Heh EON, Tae seenites ‘Angrezi Mein Kehte Hai fe learnin pel thes major Gupta rightly says ademicians |2 that are 3 Jon is that while 2C ments The wony of stuation shat whe SRL Cer ahments or commercial inst tree cr pared infloenc janging face 0 influence behind the ch BEGINNING PHASE . covered a new sea route to | +n 1498, Vasco da Gama dis roy inthe + Francisco dAlmeida was the first Portuguese vice! y : jceroy in the Eas esev « Albuquerque, his successor, was the greatest Pontugl! ae th the + The Pope, Alexander 6th granted the Monopoly of trade wit Portuguese in 1493 ENGLISH V/S FRENCH + The French East India Company was formed in 1664 in the struggle turning point i + The appearance df Robert Clive jn India marked a between the re (one he destroyed French forever ta in April -—Watien Mastinas was appointed Governor of Fort William in Calcul 1772. ‘the only quarter in which ts had been + Lord Macaulay praised Warren Hastings by saying " the British lost nothing was the quarter in which her interes committed to the case of Hastings”. “ Warren Hastings, the second founder of the British Empire in India, had a genuine admiration for Indian culture in general, and indian philosophy and literature in particular. He translated Bhagwad Geeta & Mahabharata + Sir William Jones, an Englishman who served as a Junior on the Bench of the British Court in Calcutta, postulated a thesis that became the basis for what came to be known as philology, or later, historical linguistics. * Another Englishman, (omg) translated the Gita £m sees + Major Rennel, the Inventor of printing types for Persian & Bengali sci authored the Bengal Atlas CHARTER OF 1600 *On 31st December 1600, Queen Elizabeth Permission to a group of enterprising to a g the city of London to trade with India = The Regulating Act was passed & it was the starting point of the British idministration in India. signed a charter granting oup of enterprising merchants of 4+1784 -Witiam $4 - William Bitt theyounger as the India Bi ne Minister intrariiced the PIL The brought under tl : EIC drought under the control of the Bntish parliament by the Td Act + William Carey English village in Ea Ge glist missionary who was a cobbler hy an sig) lagein England, brought cut a Sans\rit grammar S abvEnglish wanslation of Ramayans & started a newspager in Bengali in 1818 ant ENGLISH EDUCATION IN INDIA +The frst bluesrint on Enel chores conse nt on Eng ation in India was prepared in 197 Voy he St a albesd neia Company He wrote Observations en ene of the Society among tte Asiatic Subjects of Great Britain, = itLtespect to Morals and the Means of tniprovinng it 1s 1782 +11 1794, Wi : in 1724 Wiliam Catey, an English missionary, started the first school in jengal where the madium of instruction was Bengal tion in Lai * Grant is sometimes described as the “father of modem educs CHARTER ACT OF 1813 eee made the responsibility of the EICGissionaries Lor i h $13 the Companys Chatter came case 300) sc missiofaries prepared the ground through agtation in E suneroar The otticialss western agucat on nindia and forgessuteng acne neo of tie Company-on the otter ha: Srced tie Court of Directors throug agitation fer revival and imorovement of the literature of the leaned Natives of India it was agains: this background the Charter of the Company came Up for renewal. The House of Commons set up a Committee for that purpose The clause/bears three propositions, viz: a) By this tone the land formparting a) The revival and improvement of literature b) The encouragement of the learned natives of India, and ¢) The promotion of a Knowledge of the sciences among the inhabitants of that country. gang b) the Orientalists no doubt ton is clearly the viewpoint of the ned the germs of future educational 2. Importance of the Charter Act, 181 The educational implication of the Charter Act in India is immense, Aisa turning point in history of Indian education. ¥ modern Indian education and influenced the It laid the foundation-stone of ents in India in various ways: future educational developm x ME LL(a) The first implication is that the Company would undertake ecucational, responsibility and duty of the Indian people With this end in view the Company would lficur an expenditure of 1 (one) lakh of rupees each year which was conspicuously absent prior to 1813. (b) In order to implement the clause 43 of the Act the Company would create an agency of its own. (c) A system of educational grants was initiated, Prior to 1813 the Company used to provide occasional financial aids indirectly through the missionaries, but now the Company directly entered into the field of educational i administration and management. Education in India had a claim on public revenue. Thus the State system of education began with the Charter Act. Side by side, private enterprise (viz, missionary enterprise) was also allowed to functio This educational partnership between official and non-official enterprises continues till date, (d) The Charter Act brought to an end the era of agitation started by Charles Grant, Wilberforce and others, “It allowed the missionaries to land in India in large numbers and,establish modern English schools and thereby they laid the foundation of the well-organised modern educational system”. ; As the shores of India were thrown open to missionaries, they poured into India not only from England but all also from other parts of the world, particularly from Scotland, Germany and America. In fact, missionaries from outside Great Britain came to India only after 1833. The Charter Act created an era of controversies with regard to the content of education, the aim of education, the medium of education and the agency of education Indians asked for English education a itwas not imposed on the natives of India by the rulers. eee ee (Spannasmanuan nov) the Indian Fennaissance, RA, HAN ROY Who is called the “father of was a scholar of Sanskrit, Arabic, Persian, Hebrew, Greek m camparative religion He wanted a change in the intellectual make .1p of Indians, and wanted to rejuvenate ancient learning by injecting into it the modern knowledge provided ‘ting into it the modern knowledge provided _ by Western education. MACAULAY'S MINUTE - On 2nd February 1835. In the words of Bentinck’s biographer, Demetrius C. Bouiger, “Of all the acts associated with the administration of(Lord William Bnintinck Phere was none More important or of greater consequence than the new education policy ... which was based on the establishment of English as the official language of the country * That policy led to the spread of Western education in India through the medium of the English language A great controversy was going on in India before the arrival of Bentinck about the future of Indian education. Several prominent Englishmen and Indians were involved in that debateThe subject of controversy was, in which language the Government should Give education to the pupils in Government schools and colleges Several English officers, who were in charge of educational policy, desired that Sanskrit Arabic and Persian should be the languages of higher education. But, some Progressive Indians opposed such views. They wanted English to be the language of higher education. Their leader was Rammohan Roy. Some notable Englishmen were also in favour of the English language. Thus, there were two groups with opposite views. Those who were in favour of Sanskrit, Arabic and Persian, were called he Orientalists. Those who wanted English were called Anglicists. Then differences became famous as the Anglicist-Orientalist controversy. ‘went on for about 10- years Five years before Bentink came. Rammohan Roy submitted a memorial to the Government against Sankrit in the following words: “We find that the Government are establishing a Sanskrit schoo! (at Caleute) under Hindu Pundits, to impart such knowledge as is already current in India, This seminary can only be expected to load the minds of youth with grammatical niceties and metaphysical distinctions to litle or no practical use to the possessor or society.” He demanded in his memorial “a more liberal and enlightened system of instruction, embracing mathematics, natural Philosophy, chemistry, anatomy, with other useful sciences."In brief, Rammohan ang’ his supporters pleaded for Western learning through English medium" ‘O+he-English Orlentalists, he Eastern system of education appeared very valuable. Some o' 7m were profound scholars. They read the classical languages of India with great labour. Some of them considered Sanskrit as store-house of knowledge. They argued that Indians should learn the culture and science of their own country in their own languages. Améng the notable Orientalists who advocated such views, the most famous were Horace Hayman Wilson. H.T. Princep and W.H. Macnaughten, some of them pointed out that “The metaphysical sciences, as found in Sanskirt and Arabic writings are. We believe, fully as worthy of being studied in those languages as in any other. The Arithmetic and Algebra of the Hindus lead to the same result and are grounded on the same principles as those of Europe: and in the Madrisa, the Elements of Mathematical science which are taught arc those of Euclid.” Bentinck reached India when the controversy was as its height The Governor-General thought over the matter seriously. He was thinking of giving appointment to Indians in many spheres of administration. For that, he considered English education necessary. But, he waited for some time before coming to any conclusion. In the year 1834, there came to India Lord Macaulay. As the Law Member in the Governor-General's Council Bentinck placed him also in charge of education. Macaulay engaged himself to prepare an educational policy for India. Macaulay had very little knowledge of the East, He had no respect for Oriental learning or Eastern languages. Naturally, therefore, he condemned the aOrientalists and supported the Anglicist view. Early in 1835, he submitted his famous minute on Indian education for the consideration of the Government In that minute, he poured contempt on Sanskrit or Arabic by saying that “a single shelf of a good European library was worth the whole literature of India and Arabia” To him it appeared that the classical languages of India contained ‘medical doctrines which would disgrace an English barrier, astronomy which Would move laughter in girls at any English boarding school, history, abounding with kings thirty feet high and reigns thirty thousand years long, and geography made of seas of treacle and seas of butter.” While condemning the Eastern languages and learning in strongest terms, Macaulay praised English in lofty words He said, “The claims of our own language, itis hardly necessary to recapitulate It stands pre-eminent even among the languages of the West...In India, English is the language spoken by the ruling class. Itis likely to become the language of commerce throughout the seas of the East. "Macaulay knew it well that it was impossible to earn the English language to the mass of the Indian people. His purpose was to terve the needs of the imperial administration through English education He did not think of popular education through vernacular languages Therefore, he said. “We must at present do our best to form a class who may be interpreters between us and the millions whom we govern, a class of Persons Indian in blood and colour, but English in tastes, in opinions, in morals, and in intellect. To that class we may leave it to refine the vernacular dialects of the country, 10 enrich those dialects with terms of science borrowed from the Western nomenclature, and to render them by degree fit vehicles for conveying knowledge to the great mass of the population.” Macaulay thus suggested making English the language of higher education in India with Western leaching as the subjects of study. Bentinck accepted his suggestion Accordingly, on 7th March, 1835, a Resolution was passed by the Government which declared: “His Lordship is of opinion that the great object of the British Government ought to be the promotion of European literature and science amongst the natives of India, and that all the funds appropriatec for the purpose of education would be best employed on English Education alone.” Bentinck’s Resolution opened a new chapter in the history of Indian education It was from that time that Western education began to spread in India rapidly Through the English language there came the Western science, and modern ideas. In that very year 1835, a Medical College was established at Calcutta to teach European medical science to Indian students. All over the country a desire to learn English developed. Schools and Colleges were gradually established for English education, India came under a modern educational system. In the broader context of history, a new consciousness emerged out of that new system having far reaching consequences. + James Mill , a noted British historian, wrote the history of British India, a three #volume history: without ever visiting India & it was published in 1817. Cownwards Filtration Theory of Education of ——— ~——Macaulay___ aes During the British rule in India the downwards filtration theory was adopted in the country. Filtration means coming of something to the bottom from the top. Thus the filtration theory in education meant coming down of education or knowledge from the top to the bottom, i e,, from the higher class people to the lower classes general people, ‘ There were many reasons for adopting this policy. Different views have been expressed about this policy, Some people think that this policy was adopted because of the narrow-mindedness and selfish attitudes of the English who intended to educate only a few for getting clerks for running their administration. They adoptes this policy also because they wanted to create an elite group which would be given high posts in the administration and this group in turn ‘Would influence the general public for accepting the British rule in the country, In fact, according to some persons, the main reason for adopting this policy was the meager financial resources with the Company for educational Purposes The Company thought that it could not provide education to entire mass. Sot decided to educate only a few. But tnis ‘few’ were the people of the higher classes, beceuse they alone could catch up the opportunity for English education The downwards filtration theory had the following three chief characteristics 1. To educate only the high class people in order to give them higher posts in the administration with a view to strengthening the roots of British empire in he County -eeresecerereseeeeare eer pierces 2. When the higher class people would receive English education their culture would be improved and tne general public would accept (hem as their models. AS aresuittne ower class peapte would also be educated afer being influenced bynetigherclass people 3, To educate the higher class people who might undertake the responsibility of educating the general people. Besides the occidental-oriental controversy, the Company had to face another problem during this period. This ‘problem pertained to the education of the general masses the Company was to decide whether to limit itself to the education of the higher class people alone, or to provide for education of all The Company took no time in reaching a decision in this regard, as the Board of Director, gave- clear-cut directions in this context. Lord Macaulay explained the same by observing that “the aim of education in India was to anglicize the Indians through English education and to make black-colored Indian English in their way of living, behaviour, thought, culture, traditions and morality’, as such persons were likely to serve as the connecting link between the British Government and the general public. Af. However, the filtration theory continued its Impact till 1870 somehow 7 othet But because of the aforesaid two main causes this theory could! not ach! its objectives fully, it was only q partial success, t rds Private enterprises engaged in the field of education did a lot towar educating the people and creating in them a love for [reedom. Thus the work for national regeneration and educational expansion began * Some Major Indian Literary figures of thal time was Micheal Madhusudan Dutt, C.V, Borlah , Krishna Motran Banegji, and Kashiprasad Ghose . 7 Saas i WOOD'S DESPATCH. AIMS AND OBJECTIVES OF WOOD'S DESPATCH 1. To confer upon the natives of India those vast and material blessings which flow from the general diffusion of western knowledge. ‘moral character, ompany with educated, reliable and capable 2. To raise th 3. To provide the East Public servants, 4. To secure for U. K a large and assumed supply of many articles necessary for her manufacturers, 5. To make people of india familiar with the works of European authors. 1. Government's acceptance of educational responsibility: The Despatch for the first time clearly accepted that the responsibility of education in India lies ‘on British Government. 2. Aims of education: The Despatch defined the aim of education keeping in view the interests of Indians and British rule, Education is to raise intellectual fitness and moral-character of IndiansAt the same time, it was to prepare them to become supporters of British rule in India. 3. ©O0© Oriental languages: The Despatch emphasized the importance of Oriental languages. Mr. Wood had reco: nized the usefulness of Sanskrit, Arabic-and Persian and recommended them as subjects of study in regular institutions Like Macaulay, he also recognized the usefulness of wesiern knowledge for (De aa eee gee 4. Medium of instructioh: The Despatch recommended that owing to the shortage oF Books ih Indian languages, the medium of instruction should be Tgt SrTsh should be needed for those people who have proper knowledge and taste for English and are able to understand European knowledge through this language. For other Indian languages should be used, 5. Establishment of Education Department: The Despatch directed that the pebariment of Public Instruction should be established in every provinee This department was to inspect schools and to guide teachers 426. _Establishmenfof Universities The Despatch recommended the establish f.Univgrsitiesiq Presidency towns of Bombay anf Madras, and if necessary at other places also 7, Establishment of graded schools: The Despatch recommended | shoul&'be graded schools all over the country as follows Universities hat there Colleges High Schools Middle Schools Primary Schools —— 8. _ Expansion of mass education: The Despatch admitted that mass education has been totally neglected. Therefore, the Despatch directed that useful and practical knowledge should be conveyed to masses. To achieve this purpose, the Despatch recommended the establishment of increased number of High Schools, Middle Schools and Primary Schools. The indigenous Primary schools were regarded as the foundation upon which the superstructure of education could be constructed 9. Grant-in-aid System: The Despatch proposed the sanction of grant-in-aid to the Indian educational institutions for increase in teachers salaries, scholarships, libraries, construction of building etc. Following types of educational institutions were declared eligible for grants: i. _ Institutions following the rules‘and regulations enforced by the government and which were prepared to get them inspected by government inspectors, ji. Institutions run very well by private institutions. iii, _ Institutions free from the communal feelings and not observing distinction of caste, community and creed. iv. Institutions charging fees from the students. 10/fraining of Teachers)Without proper training, teachers would not be able to teacirwell- The Despatch recommended the need for establishing different types of training institutions. 11CEducation of womeh: In Wood's Despatch, much emphasis was given upon women eduéation. espatch recommended that the education ladder would be incomplete without women education. It appreciated the work of enlightened Indians engaged in this sacred job. . 12. Kosi caucaioh Concerning Muslim Education, Mr. Wood found that Muslim: Te juntry were educationally backward and hence they should be encouraged to gain more education and efforts should be made in this direction 34 1b s > “ doe : + +p aD » » eee eee ee ee Ce ea oat i of starting 49. Vocational Education: The Despatch pointed out thence erent ronal sehools-and Colleges for imparting Instruction” Tit in order to vocations, Vocational education may be considered 25 prepare children for future life, 114, Education for Employment: The Despatch recommended eee than the deademically and highly qualided person should be preferre others for Government services. follow 15, Policy of religious neutrality: The Despatch directed the comme “ a policy of religious neutrality. No man's religion Was to stand In eve Securing an appointment under the Government, Morever, 10 [ere ae eicipon should be imparted in educational institutions. They w exclusively secular. The Indian Education Commission of 1882 Ce ‘he Hunter Commission ) —) 932- n of Bats pire In Introduction: The revolt of 1857 shook the very foundation the country and the administration was taken away from the conipany and transferred to the crown The normalisation of conditions took sometime. By 1882 it was considered necessary to assess the developmen’ of education in the country and to remove the defects which has creeped into it. For this ruary 3, 1882 the Indian Education purpose Lord Ripon appointed on Feb! Commission under the chairmanship ean ats member of the executive council of vicesoy. Subsequently idian Universities Act of 1904 and Lord Curzon’s Educational Policy also came into existence to improve upon the educational system of India RECOMMENDATIONS OF INDIAN EDUCATION COMMISSION ~ 1882 OR. THE HUNTER COMMISSION, 1882 ‘A landmark in the history of education in Indic is, however, the report of the Hunter Commission submitted in 1882. There were complaints that the Wood's Dispatch of 1854 had not been properly followed, In the . circumstances Lord Ripon, the Governor - General, appointed a Commission composed of 22 members with Sir William Hunter a Member of the Viceroy's Executive Council as its Chairman to report on the manner in which effect had been given to the principles of the Despatch of 1854. The Hunter Commission was also required to report on “the present state of elementary education and the means by which this can be extended and improved.” The progress of the college work and some other aspects of education were also to he reported upon; though the general operation of universities was out of the commission's terms of reference ‘Alter the implementation of the recommendations of Woods Despatch, England entered the Victorian era, Now the responsibility of Indian education shifted from the company to the Parliament. Queen Victoria wanted peace during her regime because England had witnessed the War of independence 44