English Language Learning and Teaching
English Language Education in Rural Schools of India:
The Situation, the Policy and the Curriculum Abstract
This paper attempts to bring in the issues related to English language education situation in rural schools in India, the state policy on language education, quality questions in second / foreign language education through an analysis of language policy practices and the curriculum and syllabi of five states (provinces) in the country. The language policy in school education emerged as a political and social consensus, though established equality among the languages in school education, is somehow heading for a competitive bi / multilingualism in which the English language is (perceived to be) over taking Indian languages. On the contrary the quality of English language education in majority of Indian schools presents a very appalling picture. Teacher’s language proficiency, exposure to language and materials are major concerns for quality English language learning. An analysis of curricular statements and syllabi of the states of Andhra Pradesh, Madhya Pradesh, Mizoram, Manipur and Nagaland reveals how planning for language in education is not looked at holistically in terms of basic assumptions about language learning / acquisition (how language learning takes place), learner profiles and the contexts in which learning takes place, and the recent developments in language learning-teaching. Most states refuse to move beyond the good old structural approach of the 1950s and the 60s, while they stress for communication skills to help the learner for an upward movement. This, in reality, reveals the paradoxical situations of an English language education which would further place the rural learner in a very disadvantaged situation.
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1. Introduction
The increasing demand for English – both as a language and as a medium driven by the instrumental motivation has compelled most governments at the state (provincial) level to introduce English as
The Situation, the Policy and the Curriculum Abstract
This paper attempts to bring in the issues related to English language education situation in rural schools in India, the state policy on language education, quality questions in second / foreign language education through an analysis of language policy practices and the curriculum and syllabi of five states (provinces) in the country. The language policy in school education emerged as a political and social consensus, though established equality among the languages in school education, is somehow heading for a competitive bi / multilingualism in which the English language is (perceived to be) over taking Indian languages. On the contrary the quality of English language education in majority of Indian schools presents a very appalling picture. Teacher’s language proficiency, exposure to language and materials are major concerns for quality English language learning. An analysis of curricular statements and syllabi of the states of Andhra Pradesh, Madhya Pradesh, Mizoram, Manipur and Nagaland reveals how planning for language in education is not looked at holistically in terms of basic assumptions about language learning / acquisition (how language learning takes place), learner profiles and the contexts in which learning takes place, and the recent developments in language learning-teaching. Most states refuse to move beyond the good old structural approach of the 1950s and the 60s, while they stress for communication skills to help the learner for an upward movement. This, in reality, reveals the paradoxical situations of an English language education which would further place the rural learner in a very disadvantaged situation.
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1. Introduction
The increasing demand for English – both as a language and as a medium driven by the instrumental motivation has compelled most governments at the state (provincial) level to introduce English as
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