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Teaching English as Teaching English as ‘Second Language’ ‘Second Language’ in India by Kapil in India by Kapil Kapoor (JNU, Delhi) Kapoor (JNU, Delhi)

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Concept of English as ‘Second Language’ Concept of English as ‘Second Language’ is not a purely pedagogic construct and is not a purely pedagogic construct and has to be properly understood in the has to be properly understood in the larger historical, social and educational larger historical, social and educational context.context.

It is shown to be a pert of that mythology It is shown to be a pert of that mythology of English that has been assiduously of English that has been assiduously (diligently) cultivated by the interested (diligently) cultivated by the interested elite to such deleterious (harmful) effects elite to such deleterious (harmful) effects on the Indian mind and culture.on the Indian mind and culture.

AbstractAbstract

The concept is designed to give The concept is designed to give English a pre-eminent position English a pre-eminent position relative to the Indian languages in the relative to the Indian languages in the educational, and, consequently the educational, and, consequently the socio-political set up.socio-political set up.

It has also been employed to It has also been employed to discourage the study and learning of discourage the study and learning of classical languages, particularly, classical languages, particularly, Sanskrit which has contributed to the Sanskrit which has contributed to the rootlessness of the young Indian rootlessness of the young Indian minds. minds.

It is then argued that there is a It is then argued that there is a fundamental illogicity in treating English fundamental illogicity in treating English as a second language along with other as a second language along with other Indian languages, and it is this illogicity Indian languages, and it is this illogicity which accounts for the poor ‘standards’ of which accounts for the poor ‘standards’ of English in spite of the tremendous English in spite of the tremendous investments in ELT, the situation can only investments in ELT, the situation can only be reminded by recognising and be reminded by recognising and redefining the role and goals of English redefining the role and goals of English as a foreign language and by choosing as a foreign language and by choosing the right language teaching theories and the right language teaching theories and practices. Else no amount of methodology practices. Else no amount of methodology and technology would succeed. and technology would succeed.

The term ‘second language’ is The term ‘second language’ is understood in two different ways. 1) understood in two different ways. 1) English is second language after one English is second language after one or more Indian languages, which are or more Indian languages, which are primary and more significantly, 2) in primary and more significantly, 2) in school education, the second school education, the second language is what is introduced after language is what is introduced after the primary stage and has a the primary stage and has a pedagogical as well as a functional pedagogical as well as a functional definition, particularity in the context definition, particularity in the context of the ‘three-language formula’.of the ‘three-language formula’.

From Macaulay to Mulayam Singh, we From Macaulay to Mulayam Singh, we have seen how in India the movement have seen how in India the movement from one to the other. Following the from one to the other. Following the withdrawal of the British from India, withdrawal of the British from India, the language question naturally came the language question naturally came to the ‘English knowing’ ruling class to the ‘English knowing’ ruling class demanded the perpetuation demanded the perpetuation (continuation) of English so that the (continuation) of English so that the vast majority of people would continue vast majority of people would continue to remain outside the privileged power-to remain outside the privileged power-structure. To achieve this, a whole structure. To achieve this, a whole conceptual structure has been conceptual structure has been developed and manipulated.developed and manipulated.

To achieve this, the whole conceptual To achieve this, the whole conceptual structure has been developed and structure has been developed and manipulated. This conceptual structure manipulated. This conceptual structure has three parts; Modernization, has three parts; Modernization, Mythology, and Language PolicyMythology, and Language Policy

First, the concept of Modernization and First, the concept of Modernization and internationalism were invoked and English internationalism were invoked and English became the language of both became the language of both modernization and internationalism and by modernization and internationalism and by implication the Indian languages became implication the Indian languages became associated with ‘tradition’ which by associated with ‘tradition’ which by definition was assumed to be anti-modern definition was assumed to be anti-modern and backward looking. Once taken to be and backward looking. Once taken to be true, the next step in the argument was to true, the next step in the argument was to define the role and relationship of English define the role and relationship of English vis-à-vis the Indian Languages.vis-à-vis the Indian Languages.

ModernizationModernization

This need gave birth to ‘language planning’ This need gave birth to ‘language planning’ which was in fact the linguistic analogue of which was in fact the linguistic analogue of a particular politics. Language planning a particular politics. Language planning was prepared with a whole set of lexical was prepared with a whole set of lexical weaponry that gradually created a new weaponry that gradually created a new mythology. Major Indian languages became mythology. Major Indian languages became in this discipline, ‘regional languages’ – in this discipline, ‘regional languages’ – notice that ‘regional’ is in opposition to notice that ‘regional’ is in opposition to ‘national’ – and even Hindi is a regional ‘national’ – and even Hindi is a regional language which has been accorded the language which has been accorded the status of an official language of the Union status of an official language of the Union and some states. English, the other official and some states. English, the other official language did not suffer from this disability!language did not suffer from this disability!

MythologyMythology

It’s major strength argued to be the It’s major strength argued to be the fact that it cannot be identified with fact that it cannot be identified with anyone region and therefore English is anyone region and therefore English is one ‘pan-Indian’ Language that would one ‘pan-Indian’ Language that would promote promote National IntegrationNational Integration, as no , as no other language would. So while the other language would. So while the Indian languages, as regional Indian languages, as regional languages, promote languages, promote divisiveness(disagreement) and divisiveness(disagreement) and fissiparous(inclined to cause or fissiparous(inclined to cause or undergo division into separate parts or undergo division into separate parts or groups) tendencies. groups) tendencies.

A whole mythology got built up A whole mythology got built up around the role of English in which around the role of English in which the central metaphor is the metaphor the central metaphor is the metaphor of the ‘window’of the ‘window’

1.1. English is the language of English is the language of knowledge (science and knowledge (science and technology)technology)

2.2. English is the language of liberal English is the language of liberal modern thinkingmodern thinking

3.3. English is our window on the English is our window on the worldworld

4) English is the library language; 4) English is the library language; English is theEnglish is the

language of reasonlanguage of reason5) English is the link language5) English is the link language6) English is the lingua-franca. As 6) English is the lingua-franca. As

we say the metaphor of the ‘window’ is we say the metaphor of the ‘window’ is central in this structure, in which Indian central in this structure, in which Indian Languages are the ‘walls’, that enclose us in Languages are the ‘walls’, that enclose us in ‘darkness’ and English is the ‘window’ that, ‘darkness’ and English is the ‘window’ that, lets in the ‘light’ of reason and lets in the ‘light’ of reason and modernization. We have elsewhere shown modernization. We have elsewhere shown the hollowness of each of these claims (K. the hollowness of each of these claims (K. Kapoor and R.S.Gupta:1990. Preface)Kapoor and R.S.Gupta:1990. Preface)

These propositions went into the These propositions went into the question of the place and weightage of question of the place and weightage of English in education, particularly school English in education, particularly school education. How important language education. How important language planning is and how it evolved is very planning is and how it evolved is very well stated by one of the pertinent well stated by one of the pertinent reports, the report of the Education reports, the report of the Education Commission 1964-66, which stated that a Commission 1964-66, which stated that a comprehensive language policy will be a comprehensive language policy will be a great help in social and national great help in social and national integration.integration.

It notes thatIt notes that language questionlanguage question is the is the most complicated problem that the most complicated problem that the country has faced since independence country has faced since independence and one that has resisted a solution.and one that has resisted a solution.

It goes on to add that on account of It goes on to add that on account of educational, cultural and political reasons educational, cultural and political reasons the problem needs to be satisfactorily the problem needs to be satisfactorily and urgently resolved. This is again no and urgently resolved. This is again no place to ask why the question became the place to ask why the question became the problem ‘since independence’ or why and problem ‘since independence’ or why and what political reasons were involved or what political reasons were involved or should have been involved.should have been involved.

Of course it became a complicated Of course it became a complicated problem because the national course problem because the national course was not adopted. , which would have was not adopted. , which would have been to immediately define and been to immediately define and restruct English as a foreign language restruct English as a foreign language and make the complete switch over to and make the complete switch over to Indian languages even at the risk of Indian languages even at the risk of educational anarchy for a few years. educational anarchy for a few years. Instead English was sought to be Instead English was sought to be promoted more than any other Indian promoted more than any other Indian language.language.

And the famous three language formula And the famous three language formula is the product of this thinking and is the product of this thinking and policy. Its chief contribution was to policy. Its chief contribution was to make English an integral part of school make English an integral part of school education in India. In doing so, it pitied education in India. In doing so, it pitied English against all Indian languages in English against all Indian languages in as far as a student who would want to as far as a student who would want to or had the will or time to learn another or had the will or time to learn another language in addition to the language of language in addition to the language of this region would now necessarily learn this region would now necessarily learn English, and not another Indian English, and not another Indian language.language.

Secondly, It ironically restricted the Secondly, It ironically restricted the use of Hindi in non Hindi areas by use of Hindi in non Hindi areas by allowing the students to learn English allowing the students to learn English as second language of this region as second language of this region would now necessarily learn English, would now necessarily learn English, and not another Indian language. And and not another Indian language. And finally, the three-language formula, the finally, the three-language formula, the study and learning of Sanskrit has study and learning of Sanskrit has suffered major decline. This, of course, suffered major decline. This, of course, serves the same political purpose, serves the same political purpose, which in the first instance sought the which in the first instance sought the promotion of English. promotion of English.

If your aim is to produce whole If your aim is to produce whole generations of young people who are not generations of young people who are not just ignorant of their identity and their just ignorant of their identity and their heritage, but have, in fact a positive heritage, but have, in fact a positive contempt for it, then they must not be contempt for it, then they must not be taught Sanskrit, the language of the taught Sanskrit, the language of the powerful heritage and the unique Indian powerful heritage and the unique Indian identity, and they must be taught English identity, and they must be taught English and through that the western ‘values’, so and through that the western ‘values’, so that the Indian youth naturally respects that the Indian youth naturally respects the ‘modern’, English-education semi-the ‘modern’, English-education semi-quarter or three quarters westernized quarter or three quarters westernized Indians, and accepts them as natural and Indians, and accepts them as natural and fit rulers. fit rulers.

But the standards of English, the But the standards of English, the success in teaching English, have success in teaching English, have always fallen short of the ideal or even always fallen short of the ideal or even the minimum, and we know how the minimum, and we know how several education commission and several education commission and committees went into the question of committees went into the question of declining standards in English and declining standards in English and made series of recommendations made series of recommendations pertaining to syllabi, curriculum, pertaining to syllabi, curriculum, weightage, teacher-training, weightage, teacher-training, methodology, learning-teaching methodology, learning-teaching theories, and what have you. But theories, and what have you. But nothing seems to have worked. nothing seems to have worked.

The meetings of ELT experts have The meetings of ELT experts have become seasonal phenomenon like the become seasonal phenomenon like the gatherings of the Egyptologists who gatherings of the Egyptologists who meet every year when the Nile has meet every year when the Nile has receded after the seasonal floods. The receded after the seasonal floods. The failure in teaching English as a second failure in teaching English as a second language stems nor from the theory, language stems nor from the theory, training and mechanics of language training and mechanics of language teaching, but from the intrinsic teaching, but from the intrinsic conceptual inappropriateness in conceptual inappropriateness in accepting English as second language, accepting English as second language, L2, pedagogically and linguistically. L2, pedagogically and linguistically.

We began by drawing attention to the We began by drawing attention to the two denotations of the terms two denotations of the terms second second language – language – the ELT definition which the ELT definition which recognizes the rather restricted specific recognizes the rather restricted specific functions, goals, and instructional functions, goals, and instructional objectives, it is quite clear that English objectives, it is quite clear that English is really only L3 – a foreign language is really only L3 – a foreign language put to some specific, restricted uses in put to some specific, restricted uses in the Indian multilingual context, for the the Indian multilingual context, for the functions, goals and objectives of L2, as functions, goals and objectives of L2, as defined for Hindi are virtually defined for Hindi are virtually unattainable and make little sense with unattainable and make little sense with reference to English.reference to English.

The confusion disrupts the effort to The confusion disrupts the effort to promote English – in fact is the rupture promote English – in fact is the rupture through which the mistaken intention of through which the mistaken intention of nativizing an essentially foreign language nativizing an essentially foreign language – stands revealed. For a foreign language – stands revealed. For a foreign language like English cannot be the like English cannot be the linguistic linguistic second language – this role rightfully second language – this role rightfully belongs to an Indian language, regional belongs to an Indian language, regional or any other.or any other.

What is L2? What is L3? What is the first What is L2? What is L3? What is the first language? These terms get different language? These terms get different definitions depending on how there are definitions depending on how there are defined – chronologically, linguistically, defined – chronologically, linguistically, from the point of view of language policy from the point of view of language policy or pedagogically.or pedagogically.

The Second Language, i.e.The Second Language, i.e.L2 is that L2 is that language which is introduced language which is introduced compulsorily either at the end of primary compulsorily either at the end of primary stage or in the beginning of the lower stage or in the beginning of the lower secondary stage after the attainment of secondary stage after the attainment of sufficient proficiency in the first language sufficient proficiency in the first language by the learner. The main objective of the by the learner. The main objective of the second language is to enable the speaker second language is to enable the speaker for wider participation in society, and the for wider participation in society, and the nation leading to nation leading to secondary socialization. secondary socialization. Hence the second language usually Hence the second language usually either the either the state official languagestate official language or or national languagenational language..

The Third Language L3 is introduced The Third Language L3 is introduced simultaneously or after the initiation of simultaneously or after the initiation of second language – generally in grade-second language – generally in grade-VIII. The main objective of introducing VIII. The main objective of introducing the third language is to prepare the the third language is to prepare the learner for all-Indian mobility leading to learner for all-Indian mobility leading to tertiary socialization and give the learner tertiary socialization and give the learner a working knowledge of the language so a working knowledge of the language so that the learner may read, comprehend that the learner may read, comprehend and express correctly in that language.and express correctly in that language.

Knowledge is growing at a breath-Knowledge is growing at a breath-taking pace. English should primarily taking pace. English should primarily be taught so that at the end of a be taught so that at the end of a four/five year course:four/five year course:

a)a) It can be used as a It can be used as a library library language language to enable the learner to to enable the learner to keep abreast (up-to-date) of the keep abreast (up-to-date) of the latest accretions (additions) to the latest accretions (additions) to the different fields of knowledge, and different fields of knowledge, and

b)b) It can enable the learner to pursue It can enable the learner to pursue higher/professional educationhigher/professional education

..The purpose of the second language ..The purpose of the second language in relation to the first (language) may in relation to the first (language) may be as follows according to National be as follows according to National Council of Educational Research & Council of Educational Research & Training (NCERT) report:Training (NCERT) report: To help the individual in maintaining To help the individual in maintaining

his personal relations with the his personal relations with the people beyond his linguistic group people beyond his linguistic group

To help the individual to carry on his To help the individual to carry on his business purposes beyond his business purposes beyond his linguistic group To help the linguistic group To help the individual to feel his identification individual to feel his identification with larger group, may be the nationwith larger group, may be the nation

It is often suggested that the second-It is often suggested that the second-language objectives would be:language objectives would be: Communicating information in Communicating information in

daily conversation and daily conversation and correspondencecorrespondence