This paper examines the role of English in India and traces the historical background and current position of the language in the country. It then focuses on the ways the English language is taught in different educational settings. He describes the multilingual nature of the country and the ‘Three Language Formula’ launched by the Indian Government in the 1950s, and its repercussions, leading to the divide between English Medium (EM) schools, which allows access to tertiary education and prestigious jobs, and Vernacular Medium (VM) schools, unable to fulfil the requirements imposed by societal and professional innovations. The paper deals with the social dynamics and democratization issues in relation to literacy at various levels, also comparing literacy with oral traditions. Practices, policies and identities are constantly being (re)negotiated, in the light of a clear ambivalence towards English, no longer the language of the colonial power but rather the tool for ‘doing well’ and ‘getting on’, hence the instrumental motivation for achieving competence in the language is very high.

English language education in India today

ADAMI, Esterino
2012-01-01

Abstract

This paper examines the role of English in India and traces the historical background and current position of the language in the country. It then focuses on the ways the English language is taught in different educational settings. He describes the multilingual nature of the country and the ‘Three Language Formula’ launched by the Indian Government in the 1950s, and its repercussions, leading to the divide between English Medium (EM) schools, which allows access to tertiary education and prestigious jobs, and Vernacular Medium (VM) schools, unable to fulfil the requirements imposed by societal and professional innovations. The paper deals with the social dynamics and democratization issues in relation to literacy at various levels, also comparing literacy with oral traditions. Practices, policies and identities are constantly being (re)negotiated, in the light of a clear ambivalence towards English, no longer the language of the colonial power but rather the tool for ‘doing well’ and ‘getting on’, hence the instrumental motivation for achieving competence in the language is very high.
The Sociolinguistics of Language Education in International Contexts
Peter Lang
Linguistic Insights
141
147
168
9783034310093
English language education in India; vernacular languages in India; Language and Education; Linguistic inclusion / exclusion; Language policy
Esterino Adami
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/2318/103731
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