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The research study critically traces the historical background of the introduction of the western education system with English as the medium of instruction in the Indian subcontinent and its impact on the teaching of various subjects and local languages in the postcolonial phase. It analyzes the transitional shift from the indigenous/regional vernaculars to engraftment (translating western knowledge into indigenous languages for teaching) and eventual shift to English as the medium of instruction, which thwarted the process of engraftment and development of indigenous languages. The study analyzes that how the education in the subcontinent was affected in the wake of diametrical shift in the British political policy from orientalism, engraftment, conciliation and consolidation to hostility, antagonism and oppression. Although, the study repudiates the popular myth of the revolutionary changes claimed by the British education system in the subcontinent, yet it establishes that how in the longer term it contributed to the academic, literary, social, political and economic advancement of the region. Nevertheless its repercussions for the regional languages were immense. The study reveals that how English, which was the language of power, authority and center, became a means of retaliation, communication and resistance at the hands of natives. The study, in its nature, is descriptive and historical one.
Journal of Sociolinguistics, 2019
Nirmali Goswami's Legitimising Standard Languages: Perspectives from a School in Banaras considers the Hind Kishor Higher Secondary School (HKHSS) as an institutional node from which to trace the ways that language difference plays its part in the social differentiation of people living in Banaras, a city internationally renowned as a Hindu pilgrimage site. Goswami frames her exploration with Bourdieu's construction of a language market in order to argue that official language distinctions and labels do not account for many of the varieties through which teachers and students (and their families) at HKHSS make judgments about themselves and others. Especially important in the commentary on language usage provided by teachers and students at HKHSS are varieties such as standardized Hindi, Banarasi/Bhojpuri, and Urdu. Teachers reveal that they see standardized Hindi as legitimate, Banarasi/Bhojpuri as evidence of students' uneducated backgrounds, and Urdu as elite yet incomprehensible. What Legitimising Standard Languages brings to the study of language and schooling in North India is a richly detailed sociology of language that focuses on a school that is not part of a relatively expensive set of schools that draws its prestige, in large part, from offering an education in English, and is also not a relatively cheap school, funded by the government, meant to ensure that the poor have access to education. Goswami notes that most of the students at HKHSS occupy the "lower-middle-class." The book begins with an introduction, which serves as the first chapter. The introduction is made up of three major parts. First, Goswami traces the theoretical strands by which social scientists have shown that the legitimacy of language varieties is often entangled with their recognition by the state, and, through one of its primary institutional arms, the school system. Relatively few studies, Goswami notes, have examined questions of linguistic legitimacy in postcolonial settings. It is in such settings, she points out, that people are entangled in especially complicated processes of language legitimization. The value of language varieties has come to be influenced by the distinction between home and school. The next section of the introduction provides an overview of the city of Banaras, including the languages used in the city, the relationship between standardized Hindi and other more local varieties like Bhojpuri and Banarasi, and the importance of education in the city's history. Chapter 2 is entitled "Nation-State and Language Markets: Hindi as a School Language in India." The chapter provides a review of work on language legitimacy and its relationship to Bourdieu's constructions of a language market and his notion of field. At several points, Goswami stresses that the ability of the state to forge a language market uniform in its reproduction through the field of education is incomplete, and especially so in postcolonial societies. The rest of the chapter reviews the emergence of the variety of Hindi associated with schooling in Banaras and across areas of North India associated with Hindi. The scope of the discussion includes changes in colonial educational
Journal of South Asian Languages and Linguistics, 2015
York State, has published this study on language and education in Banaras, based on continuing field trips to educational institutions in Banaras since 1996-97, which form the basis of a PhD dissertation at Syracuse University, submitted in 2000. The present book is a revised and extended version of this dissertation. It makes reference to a rich treasure of observations in and outside the classrooms, and taped qualitative interviews with students and teachers. It consists of a foreword by Krishna Kumar, preface and acknowledgments, followed by an introduction, five main chapters, and conclusion, a list of references and an index. The book intends "to illustrate some of the institutional and communicative structures that people in a small city in India struggled with as they engaged with schools and made sense of their school experiences" (p. xiii). The main title is a quote from an interview, which falls into the general pattern referring to how Hindi and English are seen by many of the people that the author interviewed in Banaras during his research as being "relational and mutually constructive. This is true for the languages as well as for the institutions that are identified by them" (p. 20). The study explores the relationship between schools as places that produce language ideologies and socio-linguistic identities and aims to demarcate the spaces of Hindi and English and to some extent, Bhojpuri, in educational strategies and policies, identities and ideologies. The focus is on two schools, Seacrest (English medium), and Saraswati (Hindi medium), which are located in the same building. The author investigates the meaning of "public" versus "governmental", and explores the semantics of "English medium" and "Hindi medium" in the context of Banaras, and explains how "people in Varanasi use language distinctions as a convenient shorthand for talking about education, the nation, and one's future" (p. 68). The strength of the book lies in its focus on interactions with the people concerned. The extended quotes from interviews also document how the author has learned to understand meanings over time. For example: "We [i.e., 'I']
Higher Education through Regional Languages: Sociolinguistic Challenges in India
Ars Artium, vol. 12, 2024
The ambitious National Education Policy 2020 (NEP 2020) of the Government of India proposes to implement Indian languages as medium of instruction in its higher education. Many changes are required at different levels politically, economically, linguistically, sociolinguistically and socio-psychologically, in order to make a language medium of instruction at any level of education in a country. Such initiatives become manifold difficult to implement in a country like India where diversity can be seen in every walk of life. The linguistic and cultural diversity makes India unique and it is considered its strength. At the same time, it becomes challenging to make any amendment to the existing policy and law. The study tries to explore the sociolinguistic challenges in making the Indian languages media of instruction in higher education. The study deals with the role of language attitude, language policy, the relative social perception of Indian languages, the long-term effect on the economy, career prospects for the learners, etc. The study tries to focus on the trends of higher education globally in relation to medium of instruction.
Abstract. The paper deals with the theory and praxis of decolonising English Studies in India. The paper suggests appropriate measures to pull out English studies from the Macaulayan paradigm and to recast the priorities in English Studies in the light of changing role for emerging India in the unipolar world realities, rising aspirations of the middle classes, democratic and egalitarian needs. The project of ‘decolonising’ education at the macro-level and English Studies at the micro-level has been discussed with reference to curriculum, teaching methods, materials, evaluation, research and publication and medium of instruction in all possible details in the paper. The paper attempts to deal with contemporary realities like various treaties and market economy and issues like making a distinction between real knowledge and colonial knowledge along with historical context of English Studies. Several measures have been suggested to make English Studies in India relevant to the contemporary times, to save them from being derivative and to reshape Euro-American knowledge about English culture, Literature and Language from Indian perspective. Practical suggestions to decolonise curriculum have been made keeping in view the distinction between teaching literature and language in the first and the second language situations. Keywords: curriculum, decolonisation, education, English literature/ language, Gandhi, India, Macaulay, publications, research, teaching methods.
2022
The paper deals with the theory and praxis of decolonising English Studies in India. It suggests appropriate measures to pull out English Studies from the Macaulayan paradigm and to recast the priorities in English Studies in the light of changing role for emerging India in the unipolar world realities, rising aspirations of the middle classes, democratic and egalitarian needs. The project of ‘decolonising’ education at the macro-level and English Studies at the micro-level has been discussed with reference to curriculum. Several measures have been suggested to make English Studies in India relevant to contemporary times, to save them from being derivative and to reshape Euro-American knowledge about English culture, literature and language from an Indian perspective. Practical suggestions to end the hegemony of the English and to decolonise curriculum have been made keeping in view the distinction between teaching literature and language in the first and the second language situations.
Transcript: Journal of Literature and Cultural Studies, 2020
The paper deals with the theory and praxis of decolonising English Studies in India. The paper suggests appropriate measures to pull out English studies from the Macaulayan paradigm and to recast the priorities in English Studies in the light of changing role for emerging India in the unipolar world realities, rising aspirations of the middle classes, democratic and egalitarian needs. The project of ‘decolonising’ education at the macro-level and English Studies at the micro-level has been discussed with reference to curriculum, teaching methods, materials, evaluation, research and publication and medium of instruction in all possible details in the paper. The paper attempts to deal with contemporary realities like various treaties and market economy and issues like making a distinction between real knowledge and colonial knowledge along with historical context of English Studies. Several measures have been suggested to make English Studies in India relevant to contemporary times, to save them from being derivative and to reshape Euro-American knowledge about English culture, Literature and Language from an Indian perspective. Practical suggestions to decolonise curriculum have been made keeping in view the distinction between teaching literature and language in the first and the second language situations.
The Linguistic Landscape of Bangla Sadhu & Cholit and Swami Vivekananda
The paper traces the debate on the two diglossic styles in Bangla or Bengali - 'Sadhu' (Archaic) and 'Çholit' (Modern/Colloquial) from the account of J.D. Anderson, Dinesh Chandra Sen and Bankim to Tagore's poignant observations. It finally tries to see how Swami Vivekananda reacted to and contributed to the emergence of today's Bangla style