1)
INTRODUCTION:-
Language is the set of human habit the purpose
of which is to give expression to thought and feeling Language is the set
essential part of human life and it is the medium of communication. “Everyone
from birth to death makes use of it. the learning and teaching of someone
else’s mother tongue are endeavors that have been carried on, in some
recognizable form, probably for as long as human have been able to take note of
and record such activity”.(William E. Rutherford,1987:1) English is foreign
language and secondary language for
Indians. So it is necessary to think over about its place. It dwell as a heroic
character in the drama called” The Language World” and we can also said that,”
there is no world, if there is no English”.
The English
language has been a gift of the process of colonization that happened in many
corners of the globe in the latter half of the last millennium. Several
countries suffered from great humiliation, insult, restlessness and slavery due
to the imperialistic powers of the European and specially that of British. All
these countries got a great and priceless gift of the modern world and that is
nothing but the “English Language” as if a remuneration or compensation for all
sufferings that they suffered. This language has become one of the most widely
spoken languages in the world. English which came from foreign land grew to a
great height on the Indian soil. It’s a journey from being a foreign language
to the associate official language of administration has been very interesting.
“English in India keeping in mind its role as a library language, a link
language, a window on the world of science and technology, and a language of
central administration, law and mass communication”.(B.S.Jadhav,2011:1)
2)
Beginning and
Growth of English in India:-
A)
Pre-colonial
period:-
“English
language in India was developed only after the discovery of the sea route to India
by Vasco De Gama in 1498 that the relations between Europe and India
intensified” (B.S.Jadhav, 2011:1) the English came to India in the 17th
century with the east India company. Under the reign of Queen Elizabeth I, the
British founded their trade relations with India, however, it was only in the
18th century, when the Mughal Empire was on the decline and English
east India Company had secured a foothold in India that India’s tryst with the
English language began.
A)
Colonial
period:-
With the
consolidation of the activities of the East India Company in 18th century,
began the efforts of teaching English in the south Asian subcontinent. As far
back as 1759, Christian missionaries entered India and the 1787 dispatch
welcomed the efforts of Rev.Swartz to establish schools for the teaching of
English. Another significant effort was the publication school for the teaching
of English. It was not till 1813 that the east India company act, passed by the
British parliament, provided that ‘A sum of not less than one lack of rupees in
each year shall be set apart and applied to the revival and improvement in
literature and the encouragement of the learned natives of India’ (B.S.Jadhav,
2011:3) After that Raja Ram Mohan Roy an intrepid champion of the new learning
and introduces western scientific education through English. He was replacing
traditional Sanskrit and Persian teaching.
T.B.
Macaulay, in the committee of 1855, for the first time, formally introduced the
teaching of English in the south Asian subcontinent. In this he mentioned the
importance and usefulness of the education that would be given to the natives
through the medium of English. There were primarily two objectives of such
education. Firstly, control the mind of the Indians and secondly to train
Indians and make them fit for the employment. British government gave
preference in jobs to the Indians who had the knowledge of English. Later many
more minutes, dispatches and commissions-for instance, Lord Auckland’s minutes
of 1839, woods dispatch of 1854, and hunter commission of 1882 suggested
different changes to make English education in India a permanent feature of
instruction in the Indian educational institutions.(Akshay A. yardi:6)
In
middle of the nineteenth century the aims ad objectives of development teaching
English such as:
Ø The establishment of universities in Kolkata, Mumbai and Chennai
in1857 and in Dhaka in 1920;
Ø Selective education and training in administration, imparted
through English, the Indian university Act (1904);
Ø The resolution on educational policy(1913) .(B.S.Jadhav, 2011:18)
There
were four broad developments in the period of British rule that are:
Ø 1600-1800: During the early years the variety of English used was
imitative and formal. It was the language of the rulers and the elite class.
Ø 1850-1947: During the later years more varieties (from very high to
very low) appeared. Indian intellectuals and freedom fighters effectively used
English as tool for political awakening and resurgence.
New
variety of English:
There
was emerged new variety of English which had a very distinct Indian flavor and
a number of words of vernacular origin were absorbed in English, e.g., Brahmin,
coolie, jungal, and so on.
Methodology:
Language studies were based on literature and grammar and the means of
studies was the grammar-translation method. The spoken component of the language
was not practiced. The emphasis was given on correctness and complete sentence
construction.
It is
also role in freedom struggle for independence as it became the language of
political awakening and resurgence. One of the best examples of this Mohandas
k. Gandhi (1869-1948), although a strong advocator of use of national language,
used English language effectively to put forth his message to the British
government.
B)
Post colonial
period:-
After
independence drastic changes come in place of English in India. With the
British leaving India in 1947 the problem of English education attained new
dimensions. Article 343 of the Indian constitution declared Hindi in Devnagari
script as the official language of the union. The university education commission
1948-49 under the chairmanship of Dr. S. Radhakrishnan recommended.’ The
replacement of English as the medium of instruction by an Indian language and
at the same time, retaining English to keep ourselves in touch with the living
stream of ever growing knowledge. According to the official language commission
stated in 1953” English is one of the foremost languages in the world today. In
international bodies and conference, English has in the last ten years shot
ahead f other languages … English is unquestionable the foremost medium of
international communication. We in India happen to have already a considerable
measure of linguistic competence in the English language developed over the
period of a couple of centuries of British rule, and it would be wantonly
foolish to throw away the language.”(Akshy A.Yardi:8)
This
situation was modified by the Center Advisory Board Of Education in 1956 and a ‘three
language formula’ was recommended. The Education 1964-66 recommended a modified
or graduated three language formula. The position of English on the other hand
has been made secure by the parliament passing the official language
(amendment) Bill on 10th Jan 1968 even though the status of English
has changed from that of an official language to one of associate official
language.
English
is a rich storehouse of knowledge. There is hardly anything important in the
world that has not been translated into English. The Kothari education
commission (1966) (B.S.Jadhav, 2011:13) maintained that, ‘while the goal is to
adopt the regional language as medium of education, we should like to stress
again that this does not involve elimination of English. In fact, English, as
an important “library language” would play a vital role in higher education. No
student should be considered as qualified for a degree, in particular, a master
degree, unless he has acquired a reasonable proficiency in English.
B)
English
Language In Indian Education System:-
According
to Maulana Abdul kalam Azad,
“One hundred and fifty years of intimate
contact has made English an integral part of our education system, and this
cannot be changed without injury to the cause of education in India”. (B.S.Jadhav,
2011:11)
World
English is broadly categorized into three varieties: English as a native
language (ENL), English as a second language (ESL) and English as a foreign
language (EFL). In ESL situations English plays a vital role and is used to
perform a variety of official, educational and other roles. For ESL speakers,
although English is not their native language but it is an important language
in their professional and social lives. like India, English is used as a second
language in almost all the former British colonies (Singapore, Nigeria, south
Africa etc.) often the persons second language become the first functional
language in adulthood in such cases. In ESL countries English is generally give
importance in the educational framework of the nation and taught in schools and
college. English also the state language of two states in eastern India,
Meghalaya and Nagaland.
It is
taught compulsorily in most of the states in the country although the class
from which its teaching is started differs from state to state. In the union
territory of Chandigarh, for example, the teaching of English is started
differs from state from 3rd class. It continues to be the medium of
instruction in technical, medical, law and other institutions. It is the
language of communication between the union government and state governments.
it is the language mostly used in parliament and state legislatures. It is the
language of the high court an the supreme court.
English language
teaching situation present a mixed picture in the state of Maharashtra. For the
children in the school of Maharashtra, English is compulsory subject of study
at primary, secondary and higher secondary stages. The government of
Maharashtra spared on effort to realize the aims and objectives of teaching
English as a language of comprehension. The primary school teachers were given
intensive training in structural approach, demonstration and practical lessons
were arranged. In Maharashtra there are ordinarily four different types of
schools as the status of teaching English concerned. English medium school,
schools here English is a predominant language, schools where English is an
equal partner with the mother tongue, and lastly school where English is
studies merely as a foreign language. Deena Boraio says that, “change is the
goal of teaching English Anita Yuvaraj kadadi: 3)
In teaching secondary language includes syllabus must be referred
such as:
Ø The grammatical inventory of language learning;
Ø The communicative goals of language learning;
Ø The putative strategies of language leaning. (William E.
Rutherford,1987:157)
C)
Conclusion:-
It’s
concluded that, the teaching of any language is governed by the purposes for
which it is being taught. If considered all three period which is pre colonial,
colonial and post colonial in which English language use only learn second
language but play The aims of teaching English in recent times have changed to
a considerable extent. Today, the purpose of ELT in India is to enable the
learner to communicate effectively in written as well as the oral form. The
teacher is now assuming the role of a mere “facilitator” where he does not
interfere much between the student and the materials but only facilitates
whenever the student find it difficult to comprehend.
Basically
aim and object of these syllabi in India as follows:
Ø Prepare the learners to face the challenges of globalization in an
effective manner;
Ø Acquaint the learners with modern English usages;
Ø Enhance their English fluency and accuracy for special purposes;
Ø Make them aware of the peculiarities of English language such as
tense, articles, and noun and so on.
Ø Make them aware of the appropriate usages according to the
situation or context etc.
----------------------------
WORKS
CITED:
Jadhav,
B.S., Teaching English The Use Of Support
Materials, Orient Blackswan Private Limited, Edi.2011, Print.
Rutherford.E.Willaim,
Second Language Grammar Learning And Teaching, Longman Sroupuk
Limited, Edi.1987,Print.
Kadadi
Yavaraj Anita, “English Language Learning And Teaching, Trends And Challenges”,
Pune Research An International Journal In English, Vol, Issue3, Nov.Dec.2015, www.Puneresearch.Com,
Web.
Yardi
Akshay, The Origin, Development and Current States of the English Language in
India, www.Accadmia.Com, Web.
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