Place of English language in Indian school curriculum

1. • Pedagogy of School Subject
English
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2. Understanding English as a Language
• Place of English in School Curriculum
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3. (A) Place of English before independence
The history of English in India goes back to pre-
independence days when our country was ruled by the
British.
 It was the official language of courts and administration.
 It was the medium of instruction in colleges.
 It was a compulsory subject.
 It was the medium of examination.
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4. • English language was widely exposed to our country.
• English was the language of the rulers in India.
• We had no other choice but to learn English.
• In this way the language started gaining roots in India.
• British administrators cared little for the cultural wants
of the Indian millions.
• British did not want the spread of European type of
Education in India.
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5. • Then the people belonging to the middle class
advocated and aspired their education in English
• They saw that the capacity to speak and write English
• Enables them for lucrative (well paid) posts under
government,
• Which provided a decent income and an important
status in the society.
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6. B) Place of English after independence
 After independence drastic changes came up in
regarding the place of English.
 It was decided to dethrone English from its
position.
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7.  Hindi in Devnagri script was declared the official
language of the union by Indian Constitution.
 Regional languages became the medium of instruction.
 English ceased to be a compulsory subject.
 English did not remain the medium of instruction.
 The state governments started using regional languages
in administration.
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8. English did not have the same place after
independence.
English is a foreign language, but it still has great
importance in our school curriculum.
Because chance’s of advancement in ones career.
English will continue to have an important place
in our schools in future also and due to its
widespread use and demand.
Its global acceptability are linked to it.
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9. Position after Independence
• In 1950 constitution was framed and it was
decided to continue with English as the official
language of the country for 15 years.
• Efforts were made to develop national – Hindi.
• Hoping to replace English with Hindi.
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10. • Since independence, English language continued
to be taught in Indian schools.
• With passage of time the use of English
increased.
• A sizeable group of Indian higher social status
was dependent on their good acquisition of
English.
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11. Scenario
• Owing to the increasing importance of English,
various states gave it a respectable place
• By making it a compulsory language.
• In Maharashtra, it was made compulsory from
the V class up to X in Marathi medium schools.
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12. • Number of English medium schools emerged
gradually where a child got exposed to the
English language.
• Preparatory and kindergarten classes are doing
well today without any financial support from
the government.
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13. • Realizing the ever-increasing popularity which
English language enjoys now-a-days in all
walks of life.
• The government of Maharashtra from June
2000 introduced English right from the first
standard even in Marathi medium primary
schools.
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14. • Indicating a clear shift in the status of this
language.
• The revolution in the field of information
technology has also contributed mostly in the
wider use of English at the earlier stage of
schooling.
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15. BACKGROUND
&
PRESENT SCENARIO
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16. 1823 English education was introduced in India.
• The objectives were:
i) To popularize European culture and science
among the Indian masses.
ii) To consolidate the position of the British rule in
India.
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17. Recommendation made by the Education
Ministers Conference held in 1957:
• English should be taught as a compulsory
language both at the secondary and the
university stages.
• Students acquire adequate knowledge of English
so as to be able to receive education through this
language at the university level.
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18. • English should not be introduced earlier than
class V.
• The precise point at which English should be
started at the middle stage was left to each
individual state to decide.
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19. 1947 Free India chose to retain English as long as
it was needed.
• 1987 The Curriculum Development Center
(CDC), Hyderabad was setup by the UGC.
• The aim was to shift focus in curriculum
designing from teaching to learning and make it
need- based and socially relevant.
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20. The Curriculum and the Syllabus of English
Language Education in Maharashtra:
Any curricular reform ought to take into
consideration the fact that whatever appears
relevant and essential today may not be suitable
for tomorrow.
The curriculum of English in the state of
Maharashtra bases itself on the diverse
characteristics of the state.
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21. • Goals for a comprehensive language curriculum
needs to bring in aspects of language, culture,
practices of people in the learning process.
• In accordance with the local needs and concerns
so that learners are able to connect with real life
situations.
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22. Main objective of a good syllabus is to enable the
learner to achieve proficiency in the language in
different domains.
The Syllabus should reflect following
• assumptions about language learning.
• appropriate themes the texts embody.
• objectives of teaching learning English.
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23. • knowledge of methods expected of teachers
who use the text book.
• ideas on how learning materials will be
constructed (what? and How?)
• ideas on how learning is to be evaluated
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