EDU 104.11: UNDERSTANDING THE DISCIPLINE OF ENGLISH EDUCATION
Module I – Historical background of English Education
in India (10 hrs)
1.1 Historical development of English in India
(Charter Act, East-West controversy, Macaulay’s Minutes, Downward Filtration
Theory, Three-language Formula)
1.2 General aims
of teaching English in India (cultural, literary, and utility-based)
1.3 Present
Status of English in India (Medium of instruction, Associate Official Language)
1.1
IMPORTANCE OF ENGLISH LANGUAGE
Position
of English in India.
The
position of English in India is unique. On the one hand it is a foreign
language, the genius of which is widely different from that of the native
languages. On the other hand no foreign language in any other country enjoys such an
alluring position as English in India. This , of course, is largely due to her
historical background. British rule in India gradually led to the establishment
of English Education in the Asiatic Subcontinents and English had its great
impact on the social, political, and economic life of the country.
In
India 20 million people speak English.3% of the people use the language.
English has become an Indian language today. In terms of the number of people
who use English India can be classed
with Canada, the country with the greatest number of speakers of English
after UK and USA.
Even
today, English enjoys a privileged position in India. It is assigned as
Associate Official Language of the country. It is the language for interstate
and international communication. English is the language for commerce,
practically for all business at international level. It is the medium of
instruction in most of the universities. English has enriched our cultural heritage by
bringing it in contact with western thoughts and culture. English is retained
as a compulsory second language in the secondary school.
In
Kerala , English is the medium of instruction from the higher secondary level
onwards. Technical and professional education are also taught through English.
But
in spite of its privileged position in India, we must not forget it as a
foreign language. Though akin to several North Indian languages of Indo- Aryan
, its genius is widely different from
that of the Indian languages. In structure and syntax there is
not much in common between them. In
pronunciation and intonation it demands new speech habits that are not easily
acquired by the Indians. The physical and social environment reflected in
English is so unfamiliar to the average Indians, that they often fail to grasp
clearly what is symbolized by words and expressions.
Tagore
said many years ago, “In no country in the world except India, is to be seen
the divorce of the language of education from the language of the people”.
Historical
Development of English in India : The Milestones
15th Century - Portuguese Occupation
1498 - Arrival of
Vasco da Gama.
16th Century - French and Dutch rule.
17th Century - British Occupation
1600 - Establishment of British East India
Company
1773 - Charles Grant’s ‘Observation’.
1813 - Charter Act
1835 - Macaulay ‘s
Minutes
1854 - Wood’s Despatch
1913 - Self-government.
1947 - Independence
1948 - Radhakrishnan
Commission
1950 - The Constitution of India adopted
1955 - Kunzru Committee
1963 - Bill:
English as the ‘Associate Official Language of India’.
1964 - Kothari Commission
1968 - The National Policy on Education
1986 - The National Policy on Education
2005 - National
Curriculum Framework(NCF)
2007 - Kerala Curriculum Framework (KCF)
Origin of English
schools in India :About AD1600 East
India Company was established.( AD 1600-1813). During this period the Christian
missionaries came to India and established schools for the Europeans and
Anglo-Indians. This marked the origin of English schools in Indian soil. By 1757 political power was bestowed
upon the East India company.
The Charter Act of
1813 and East West Controversy
The Charter Act of
1813 : The
Charter Act of 1813 (43rd section) stated, “…a sum of not less than
one lakh of rupees in each year shall be set apart and applied to the improvement of literature
and the encouragement of the learned natives
of Indians and…” in favour of vernacular languages.
East
India company encouraged indigenous schools (vernacular) and came in to conflict with the missionaries
and finally was given responsibility for
education in India.
Charter
Act of 1813 led to controversies between
Orientalists and Anglicists about
the i)Aim, ii) Objectives iii)
Policies iv) Methods of spread
v) Content and vi) medium of instruction. And led to experiments up to
1854.
The Foundation of
English Education in India
Macaulay ‘s Minutes( 1835) : The controversies
between Orientalists and Anglicists were
solved when in 1835 Lord William Bentinck , the Governor General referred the issue to Lord Macaulay
(The laws member of the Executive Council, and Chairman of the General
committee).
Lord
Macaulay wanted to “…create a class of people , Indian in blood and colour, but
English in taste, in opinion, in morals and intellect” . To Lord Macaulay, the
objective of the educational policy in
India was the spread of western learning through English. Lord Macaulay, wrote
his ‘Minutes’ in 1835 . Lord Bentnck accepted his views in his ‘Resolution
of 7th March 1835 and English
education was imposed upon India. Macaulay
‘s Minutes( 1835), resolved the earlier
controversies between the Orientalist and Anglicists and laid the foundation of
English Education in India with focus on western learning. By 1853 education in India
had taken shape, and it came under state responsibility. English education
along with its literature and science , were introduced.
Wood’s Despatch
(1853)
In
1853 Charter came again for renewal and a select Committee of the House of Commons appointed for
educational development. Sir.Charles Wood , Director of the company wrote his dispatch on 19 July 1854. It included
a detailed educational plan company will take in future.
Aims propagated by company were:
i)
To confer up on
Indians ,western knowledge.
ii)
To supply the
company with reliable and capable public servants.
“We
desire to see extended in India , English knowledge”. It emphasized that both
English and mother tongue would be the media for the diffusion of European
knowledge.”
University
was established in 1857. Western culture is taught in the schools and colleges
through the medium of English. Vernacular languages were neglected in favour of English.
English was the language for public administration and the ‘Lingue franca’-the
link language.
National
Consciousness : After
1920 the National Education Movement took a different turn when Gandhiji called
for a boycott of all educational institutions imparting education in foreign
language and culture.
Present Status of
English in India
: In Independent India, English steadily looses its privileged position.
Present Status of English in India is as the Associate Official Language of
India, as the Second language in school curriculum, English as a lingua franca.
Associate Official
Language :
In 1950, Indian Constitution gave a lease of 15 years to English in favour of
Hindi. But later it was realized that Hindi can not replace English. So in
1963, a bill was passed in the
parliament in favor of English as the ‘ Associate Official Language of
India’.
Three Language
Formula : Educational
Commission (19640 - 66) led by
Kothari recommended regional
languages as the medium of instruction and English as the ‘library language’. The university curriculum was recommended
with the ‘three language formula’ by Kothari Commission. The medium of
instruction has been changed to mother tongue.Radhakrishnan Commission stressed
the importance of English as the “window to the world”. Nehru and Rajaji
recommended English for its utilitarian and cultural values. English still
enjoys the position of ‘Associate Official Language ’ of India and holds the
unique position in the various fields in India.
PRESENT STATUS OF ENGLISH IN INDIA
THE
IMPORTANCE OF TEACHING ENGLISH IN INDIA
-
English as an International language
-
For international trade and commerce.
-
Medium of international communication
-
In China, Japan ,USSR
-
More than 300 million people use
-
1/10 uses and another 1/10 can understand English.
-
Most widely spoken and written language.
-
Standard language for international conferences.
-
Language of employment.
-
Second language in schools in various countries.
-
Language for science and technology.
-
Language of medicine
-
Guiding literature.
THE
NEED OF ENGLISH TO THE INDIANS
English
has i) Utilitarian value ii)Cultural
value.
Utilitarian value
-
Useful in daily life.
-
Language of employment
-
Window on modern world
-
Must for career growth
-
Must for higher studies and technical education
-
Link education
-
Must for interstate communication –administrative educational and commercial.
-
Helps for national integration as the link language.
-
For authoritative and up-to-date
literature for all branches of knowledge.
-
Must to keep in touch with the modern trends.
-
Providing world platform for free expression.
-
Introduction to western thoughts and institutions
-
Reference language.
-
Useful in IT world.
-
Language with rich vocabulary and rich
literature.
Cultural
Value
-
Gateway to enter the world of knowledge.
-
Enriches the mother tongue and own culture.
-
Enriches the cultural heritage.
-
Cultural transaction.
-
Glimpse of Indian culture through translation to English.
Present
day needs
- Library language
-
Link language
-
International language
-
Language of trade, commerce and politics.
-
Window on the world.
-
Language of employment, science and technology.
THE
ROLE OR FUNCTIONS OF ENGLISH AS :i)Library languageii)Link language
iii)International language iv)Language of trade, commerce and politics.v)Window
on the world. vi)Language of employment
and Language of Trade, Science and Technology.
AIMS
AND OBJECTIVES OF TEACHING ENGLISH AT SECONDARY LEVELS IN INDIA
Aims of Teaching and Learning English in Indian
Schools.
Aim is the
long term goal achieved over a
considerable period of time or at
a particular level. Aims of teaching English in India is mainly utilitarian.
The aim of teaching English in Indian schools at primary level is to develop language proficiency. At
Secondary level Literary
Development is also added.
Objectives
of Teaching and Learning English in Indian Schools
The objectives
are the immediate goals, attainable due to
a specific instructional intervention. Language is
basically meant for communication and developing the four fold communication skills –listening ,
speaking ,reading and writing are the curricular objectives of teaching English at
primary level.
AIMS , OBJECTIVES AND SPECIFICATIONS : THREE
IMPORTANT CONCEPTS IN TEACHING
Learning Outcomes (Specifications) Competency Statements
Learning outcome (specification ) is the
evidence of learning. In behavioralistic terms it is the observable , measurable and behavioral
change as a result of learning. A comprehensive
list of objectives and corresponding specifications are valuable for planning in
Basic Teaching Model.
AIMS AND OBJECTIVES OF TEACHING ENGLISH AT
SECONDARY LEVELS IN INDIA
Aims of
Teaching and Learning English in Indian Schools.
Aim is the
long term goal achieved over a
considerable period of time or at
a particular level. Aims of teaching English in India is mainly utilitarian.
The aim of teaching English in Indian schools at primary level is to develop language proficiency. At
Secondary level Literary
Development is also added.
Curricular Objectives and their Competency
Statements for Teaching English at Senior Level (Secondary Schools)
General
Aims of teaching English in India (cultural, literary, utility-based)
INTRODUCTION
In
this era of globalization and Information and Technology, English has a special
and predominant role in the communicative sphere of the world. This language is
present taught everywhere in the world. This language enjoys most prestigious
reputation in the world. It has a special identity in the field of education.
We know it very well that teaching of any subject is a social and cultural
activity. It is not so easy to teach any subject as it appears. While teaching,
a teacher has to keep in mind the aims and objectives of his subject. In other
words we can say that teaching of any subject becomes much effective when the
teacher is fully conscious of the aims and objectives of teaching of that
subject. A good teacher thinks that his teaching should be effective. All of us
knows it very well that the basic principle of teaching is “know what you do
and only do what you know”. Teaching requires certain directions. After all,
success of teaching depends on the aims and objectives of teaching. “ In teaching of English” P. Gurrey
writes, “ It is highly desirable to know exactly what one is hoping to achieve.
If this can be clearly seen, then the best way of getting to work usually
becomes evident. We ought, therefore, to consider carefully what we are trying
to do when we are teaching English”.
AIMS
OF TEACHING ENGLISH
Indian
people consider English as a second language. It is studied as a compulsory
second language. It is not the medium of instruction for a majority of the
students. It is an instrument, a means for acquiring knowledge. The aim of
teaching English in India is to help students to acquire practical command of
English. In other words, it means that students should be able to understand
speak English, read and write. These are the basic aims of teaching English.
The teacher should keep in mind the aims of teaching English. The teacher
should always emphasize on the aims of teaching of English. It will help to
teach effectively.
These
aims are as : 1)To enable to listen English with proper understanding 2)To
enable to speak English correctly. It means that producing sounds with the
proper stress and intonation. 3)To enable the students to read English and
comprehend and interpret the text. 4)To enable the students to write English
correctly and meaningfully, i.e.for example writing letters, applications,
description and accounts of day to day events. 5)To enable to acquire knowledge
of the elements of English. 6)To enable to develop interest in English 7)To
increase students ability to use planning, drafting and editing to improve
their work. 8)To enable students to express themselves creatively and
imaginatively. 9)To enable students to speak clearly and audibly in ways which
take account of their listeners. 10)To enable students to become enthusiastic
and reflective readers through contact with challenging and text level
knowledge.
DEFINITIONS
OF OBJECTIVES
An
objectives is a desired goal that is trying to be accomplished. It is the main
point of something or the main point that is being proved. According to the
Dictionary of Education, objective is ,”the end towards which a school
sponsored activity is directed”. Effective tangible changes in students
behavior at the end of schooling is known as objective. Dr. S. R. Bloom has
defined educational objective as,”the desired goal or outcome at which
instruction is aimed” For
example, if a teacher wants his students to improve speaking skill, the teacher
will have to try his outmost level for speaking skill. Here the outcome desired
or goal aimed at his improvement of speaking skil. In this way, a teacher can
improve his other skills as writing skill, listening skill, reading skill and
all that. After all, the teacher has to follow all his tactics for the
improvement of his students. So the desired goal of improving speaking skill
would be the objective of teaching.
CHARACTERISTICS
OF GOOD OBJECTIVES:
The
characteristics of good objectives are as follows- 1) It should be precise and
specific. 2) It should be based on psychological principles. 3) It should be
for the better improvement of the students. 4) It should be in terms of change
expected in the student and not as duties of the teacher. 5) It should be for
changing or modifying students behavior.
OBJECTIVES
OF TEACHING ENGLISH
1)Listening, reading, speaking and writing are
the four important objectives. 2) Graphics should be practiced by the students
at primary level. The student must be able to write the alphabets, keeping
space between two words in a sentence and write sentences using appropriate
punctuation marks and capital letters. 3)Writing is also equally important. The
students should be able to write composition. 4)All the four skills i.e.
Listening, Reading, Writing and Speaking become important as the student grows,
particularly reading and writing at the later stage. 5)Students should be able
to read other books excluding textbooks i.e. novel, poetry, drama, essay
writing, autobiography, précis-writing etc. L.A.C. Strong once proclaimed, “for
us who speak English, English is everything… English is not a subject, English
is our life”.In most of the schools in India, English is studied as a second
language. Somewhere English is considered as a foreign language. English held
the topmost position n India during British rule. Even after independence its
importance still continues to be more or less the same. It is the medium of
instruction in most of the universities in India. English is considered as the
Lingua-Franca or vehicular language. Due to globalization, one has to know
English language for international trade. In
Aims
and Objectives of Teaching English in India Indian Streams Research Journal
India
its teaching learning in schools is
inspired by one aim-the utilitarian aim. This aim can be achieved by acquiring
practical command over English. A teacher
should be a good planner and he should use innovative techniques and
methods for teaching. `Thompson and Wyatt rightly remarked that it is necessary
that the Indian students should not only understand English when it is spoken
or written, but also he should himself be able to speak and write it.
MAIN
OBJECTIVES OF TEACHING ENGLISH
There
are two main Objectives of teaching English. They are as 1)Language
development, and 2)Literary development These two objectives differ from each
other as far as the class and age of students is concerned.
FORE-FOLD
OBJECTIVES OF TEACHING ENGLISH
ABILITIES
TO BE DEVELOPED BY FOUR-FOLD OBJECTIVES: 1)To understand Spoken English :- It
includes recognition of English sounds without committing any errors. Also
ability to point out meaning from what
is heard. 2)Ability to speak English :- It includes intonation and stress
response in speech as reaction to hearing. 3)Ability to read English :- 4)It
includes ability to read and understand various books reading like prose,
poetry, drama, novel and so on. novel and so on. 5)Ability to write English :- It includes
ability to write guided composition followed by free composition. To select
right words, to construct sentences. The most important objective is to have
command over the language.
CONCLUSION
:
Some
Indian people think that the students in our country should have only passive
knowledge of English. Without proper aims and objectives we cannot make our
efforts fruitful in English language teaching. Otherwise it will be of no
avail. Proper aims and objectives help to evaluate students performance. All
the four-fold objectives are as important as one. A. V. P. Elliott has rightly
said, “the ability to speak and write English and the ability to read English
should be regarded as of equal importance”. Champion's notion is , “all objectives should be
regarded as of equal importance should be gift to each”. Objectives help us how
a student should spell words correctly. Correct and proper objectives would not
be taught by any teacher without knowing aims and objectives of teaching
English. Hence aims and objectives plays an important role in teaching English
language.
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