DOCSLIB.ORG

Multilingualisms and Development Is the Latest in the Proceedings of the Ongoing Language & Development Conference Series

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Multilingualisms and Development Is the Latest in the Proceedings of the Ongoing Language & Development Conference Series MULTILINGUALISMS AND Multilingualisms and Development is the latest in the proceedings of the ongoing Language & Development Conference series. This volume brings together twenty of the most important presentations from the 11th Language DEVELOPMENT & Development Conference, which took place in New Delhi, India, in 2015. One of the objectives of the conference was that mother-tongue-based Selected proceedings of the 11th Language & multilingualism in developing world contexts should not only be described Development Conference, New Delhi, India 2015 and its achievements celebrated, but also that it should be subjected to critical scrutiny and its limits identified. The conference also aimed to examine the growing phenomenon of low-cost so-called English-medium Edited by Hywel Coleman education establishments serving disadvantaged communities. Additionally, the conference considered whether current work on linguistic super-diversity in the cities of the West has any relevance for the vast urban areas of Asia and Africa. These issues and others are explored in the contributions to this book. The volume is organised in four parts: Ÿ Multilingualism, marginalisation and empowerment Ÿ Mother-tongue-based multilingual education Ÿ Multilingualism and the metropolis Ÿ English in a multilingual world. A discussion by Professor D.P. Pattanayak prefaces the collection, while an agenda for further research into multilingualism and development forms an appendix. © British Council 2017 The British Council is the United Kingdom’s international organisation for cultural relations and educational opportunities. www.britishcouncil.org Educational, Scientific 9 780863 558405 MULTILINGUALISMS AND DEVELOPMENT Selected proceedings of the 11th Language & Development Conference, New Delhi, India 2015 Edited by Hywel Coleman Multilingualisms and Development (Selected Proceedings of the 11th Language & Development Conference, New Delhi, India, 2015) www.langdevconferences.org Edited by Hywel Coleman First published 2017, British Council © 2017 Copyright in individual chapters belongs to their respective authors and copyright in the volume as a whole belongs to the publisher. Extracts from this publication may be reproduced by any method for research and teaching purposes, but the source must be acknowledged. The ideas and opinions expressed in this publication are those of the authors; they are not necessarily those of the British Council and do not commit the publisher. Published in London by the British Council ISBN 978-0-86355-840-5 CONTENTS The Language & Development Conferences 4 Acknowledgements 6 Note on terminology 7 Foreword 9 Alan Gemmell Preface: Multilingualism and development 11 D.P. Pattanayak 1 Development and multilingualism: An introduction 15 Hywel Coleman Multilingualism, marginalisation and empowerment 35 2 Language and learning: The challenges of primary education in India 37 Rukmini Banerji 3 Empowerment of the Pashai of Afghanistan through language development and multilingual education 51 Megan Davies 4 Multilingualism in Africa: Marginalisation and empowerment 61 Birgit Brock-Utne 5 Vernacular languages in an English-dominant education system: Mauritian Creole, Bhojpuri and the politics of ethnicity in multilingual Mauritius 79 Tejshree Auckle Mother-tongue-based multilingual education 99 6 Multilingual Education for All: Applying an integrated multilingual curriculum model to low-income contexts 101 Carol Benson 7 Comparing the learning and participatory trajectories of Saora children in ‘MLE Plus’ and Odia-medium schools in Odisha 115 Sakshi Manocha and Minati Panda 11th Language & Development Conference 1 8 Theoretical assumptions regarding the mind-culture-language relationship underlying models of multilingual education in India and their impact on resulting practices 133 Shivani Nag 9 Teachers’ ‘other’ language preferences: A study of the monolingual mindset in the classroom 151 Uma Maheshwari Chimirala 10 Empowering the marginalised through language supportive pedagogy in Tanzanian secondary education 169 Noah J. Mtana and Kalafunja M. O-saki 11 Unleashing potential in multilingual classrooms: The case of Bastar in Chhattisgarh State, India 181 Stanley V. John 12 Reviewing multilingual education in Nepal 189 Pushker Kadel Multilingualism and the metropolis 205 13 Translanguaging in the contact zone: Language use in superdiverse urban areas 207 James Simpson 14 The linguistic landscape of New Delhi: A precursor and a successor of language policy 225 Ramanujam Meganathan 15 Mind the gap: ‘Communicative vulnerability’ and the mediation of linguistic/cultural diversity in healthcare settings 238 Srikant Sarangi English in a multilingual world 259 16 Multilingualism, education, English and development: Whose development? 261 Ajit Mohanty 17 English in multilingual India: Promise and illusion 281 Giridhar Rao 2 MULTILINGUALISMS AND DEVELOPMENT 18 Learning English in a low-cost semi-urban English-medium school in India: Challenges, interaction patterns and domains of use 289 Padmini Boruah 19 Using the first language as a resource in English classrooms: What research from India tells us 307 Geetha Durairajan 20 Language policy in rural classrooms: A critical exploration of the potential of Action Research to transform teachers’ perspectives and practices 317 Sandra Steiger 21 Empowering teachers in multilingual communities: Reflections on a mentoring project in Malaysian Borneo 327 Thomas Kral and Shannon Smith Appendix 337 22 Towards a conference legacy programme: An agenda for research and action 339 Hywel Coleman Contributors 351 11th Language & Development Conference 3 THE LANGUAGE & DEVELOPMENT CONFERENCES The Language & Development Conferences take place every two years. They bring together professionals who share an interest in the roles that languages play in development. The conferences address issues of world, national, second and minority languages in relation to human, social, cultural and economic development. Details of the conference trustees, sponsors and conference hosts are available through the Language & Development Conference Series website at www.langdevconferences.org. All the conference publications can be accessed at the same website. Additionally, those published by the British Council can be accessed at www.teachingenglish.org.uk/publications. 1993 1st Language & Development Conference, Bangkok, Thailand Theme: ‘Issues in Language & Development’ • Kenny, B. and Savage, W. (eds). 1997. Language and Development: Teachers in a Changing World. London: Longman. 1995 2nd Language & Development Conference, Bali, Indonesia Theme: ‘Language and Communication in Development: Stakeholders’ Perspectives’ • Crooks, T. and Crewes, G. (eds). 1995. Language and Development. Denpasar: Indonesia Australia Language Foundation. • Crooks, T. (ed.). 1996. ESP in Southeast Asia. Denpasar: Indonesia Australia Language Foundation. 1997 3rd Language & Development Conference, Langkawi, Malaysia Theme: ‘Access, Empowerment, Opportunity’ • Abdullah, A., Crocker, T. et al. (eds). 1998. Language in Development: Access, Empowerment, Opportunity. Kuala Lumpur: National Institute of Public Administration (INTAN). 1999 4th Language & Development Conference, Hanoi, Vietnam Theme: ‘Partnership and Interaction in Language & Development’ • Shaw, J., Lubelska, D. and Noullet, M. (eds). 2000. Partnership and Interaction. Bangkok: Asian Institute of Technology. 4 MULTILINGUALISMS AND DEVELOPMENT 2001 5th Language & Development Conference, Phnom Penh, Cambodia Theme: ‘Defining the Role of Language in Development’ • LoBianco, J. (ed.). 2002. Voices from Phnom Penh: Development and Language: Global Influences and Local Effects. Melbourne: Language Australia. 2003 6th Language & Development Conference, Tashkent, Uzbekistan Theme: ‘Linguistic Challenges to National Development and International Cooperation’ • Coleman, H., Gulyamova, J. and Thomas, A. (eds). 2005. National Development, Education and Language in Central Asia and Beyond. Tashkent: British Council Uzbekistan. 2005 7th Language & Development Conference, Addis Ababa, Ethiopia Theme: ‘Language and Development’ • Coleman, H. (ed.). 2007. Language and Development: Africa and Beyond. Addis Ababa: British Council Ethiopia. 2009 8th Language & Development Conference, Dhaka, Bangladesh Theme: ‘Language and Development: Sociocultural Issues and Challenges’ • Savage, W. (ed.). 2015. Language and Development: Sociocultural Issues and Challenges. Published online by the Trustees of the Language & Development Conferences Series. 2 011 9th Language & Development Conference, Colombo, Sri Lanka Theme: ‘Language and Social Cohesion’ • Coleman, H. (ed.). 2015. Language and Social Cohesion in the Developing World. Colombo: British Council and Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH. 2013 10th Language & Development Conference, Cape Town, South Africa Theme: ‘Opportunity, Equity and Identity Beyond 2015’ • McIlwraith, H. (ed.). 2014. The Cape Town Language and Development Conference: Looking beyond 2015. London: British Council. 2015 11th Language & Development Conference, New Delhi, India Theme: ‘Multilingualism and Development’ • Coleman, H. (ed.). 2017. Multilingualisms and Development. London: British Council. 11th Language & Development Conference 5 Acknowledgements The editor is grateful to the contributors for their enthusiastic participation in the creation of this book and their willingness to make revisions at short notice. Thanks also to Angeline Barrett, Edward
Load more

Recommended publications
  • Translation Strategies of the Non-Native Odia Translators (1807-1874)
    Translation Strategies of the Non-Native Odia Translators (1807-1874) RAMESH C MALIK Translation strategy means a plan or procedure adopted by the translators to solve the translation problems. The present paper is to highlight on the translation strategies of the non-native Odia translators during the colonial period (1807-1874). First of all, those translators who were non-residents of Odisha and had learnt Odia for specific purposes are considered non-native Odia translators.The first name one of the Odia translators is William Carey (1761-1834), who translated the New Testament or Bible from English to Odia that was subsequently published by the Serampore Mission Press Calcutta in 1807. A master craftsman of Christian theology and an Odia translator of missionary literature, Amos Sutton (1798-1854), who translated John Bunyan’s (1628-1688) the Pilgrim’s Progress (1678) to Odia under the titled swargiya jātrira brutānta in 1838. Sutton served as an Odia translator under the British government. His religious, literary, and linguistic contributions to Odia language and literature are to be studied for making a concrete idea about the development of Odia prose. In the era of Odia translation discourse, his translations deserve to be studied in the theoretical frame of translation strategies. In this paper, the following translation strategies like linguistic strategies, literal translation strategy, lexical alteration strategy, deletion, exoticism and cultural transposition strategies are predominately adopted by the translators. Since the objectives of the SLTs were to promote religious evangelization and second language learning, the translation strategies tried to preserve the religious and pedagogical fidelity rather that textual fidelity in the translated texts.
    [Show full text]
  • Sociolinguistics of English in India
    G.J.I.S.S.,Vol.3(4):128-135 (July-August, 2014) ISSN: 2319-8834 SOCIOLINGUISTICS OF ENGLISH IN INDIA Shaivya Singh1 & Rajesh Kumar2 1 Department of Humanities and Social Sciences, Indian Institute of Technology Patna, Patna, Bihar, India 2 Department of Humanities and Social Sciences, Indian Institute of Technology Madras, Chennai, Tamil Nadu, India Abstract The Present study attempts to discuss the Sociolinguistics of English in India. The rising status and the rapid spread of English is a matter of discussion in the field of applied linguistics. The language we speak defines and determines one’s place and identity in the world. It is not just a set of sound words or sentences. Many different regional varieties of English or ‘Englishes’ exist around the globe and are slowly but steadily gaining recognition. Indian English is one such variety. English spoken in India is deeply linked with the society, culture and the people. The function of English in India is different from that it performs in the native context. The defining factors such as the cultural plurality and presence of different languages have given India a distinct place in the multilingual context. The growth of English in India can be directly correlated with the growth of imperial rule in India. English language has been and continues to be a dividing force in the society. Keywords: Spread, Globalization, Varieties, Indian English, Indianization. 1. Introduction English happens to be the most widely used language around the world. The spread of English over the past four hundred years has led to the emergence of transplanted varieties of English in variegated socio-cultural and linguistic contexts.
    [Show full text]
  • (Hansard) First Session Wednesday 07 December 2011
    1 No. 35 of 2011 FIFTH NATIONAL ASSEMBLY PARLIAMENTARY DEBATES (HANSARD) FIRST SESSION WEDNESDAY 07 DECEMBER 2011 2 CONTENTS PAPERS LAID QUESTION (ORAL) MOTION BILL (Public) ADJOURNMENT 3 Members Members THE CABINET (Formed by Dr. the Hon. Navinchandra Ramgoolam) Dr. the Hon. Navinchandra Ramgoolam, GCSK, Prime Minister, Minister of Defence, Home FRCP Affairs and External Communications Dr. the Hon. Ahmed Rashid Beebeejaun, GCSK, Deputy Prime Minister, Minister of Energy and FRCP Public Utilities Hon. Charles Gaëtan Xavier-Luc Duval, GCSK Vice-Prime Minister, Minister of Finance and Economic Development Hon. Anil Kumar Bachoo, GOSK Vice-Prime Minister, Minister of Public Infrastructure, National Development Unit, Land Transport and Shipping Dr. the Hon. Arvin Boolell, GOSK Minister of Foreign Affairs, Regional Integration and International Trade Dr. the Hon. Abu Twalib Kasenally, FRCS Minister of Housing and Lands Hon. Mrs Sheilabai Bappoo, GOSK Minister of Social Security, National Solidarity and Reform Institutions Dr. the Hon. Vasant Kumar Bunwaree Minister of Education and Human Resources Hon. Satya Veyash Faugoo Minister of Agro-Industry and Food Security Hon. Devanand Virahsawmy, GOSK Minister of Environment and Sustainable Development Dr. the Hon. Rajeshwar Jeetah Minister of Tertiary Education, Science, Research and Technology Hon. Tassarajen Pillay Chedumbrum Minister of Information and Communication Technology Hon. Louis Joseph Von-Mally, GOSK Minister of Fisheries and Rodrigues Hon. Satyaprakash Ritoo Minister of Youth and Sports Hon. Louis Hervé Aimée Minister of Local Government and Outer Islands Hon. Mookhesswur Choonee Minister of Arts and Culture Hon. Shakeel Ahmed Yousuf Abdul Razack Mohamed Minister of Labour, Industrial Relations and Employment Hon. Yatindra Nath Varma Attorney General 4 Hon.
    [Show full text]
  • Minority Languages in India
    Thomas Benedikter Minority Languages in India An appraisal of the linguistic rights of minorities in India ---------------------------- EURASIA-Net Europe-South Asia Exchange on Supranational (Regional) Policies and Instruments for the Promotion of Human Rights and the Management of Minority Issues 2 Linguistic minorities in India An appraisal of the linguistic rights of minorities in India Bozen/Bolzano, March 2013 This study was originally written for the European Academy of Bolzano/Bozen (EURAC), Institute for Minority Rights, in the frame of the project Europe-South Asia Exchange on Supranational (Regional) Policies and Instruments for the Promotion of Human Rights and the Management of Minority Issues (EURASIA-Net). The publication is based on extensive research in eight Indian States, with the support of the European Academy of Bozen/Bolzano and the Mahanirban Calcutta Research Group, Kolkata. EURASIA-Net Partners Accademia Europea Bolzano/Europäische Akademie Bozen (EURAC) – Bolzano/Bozen (Italy) Brunel University – West London (UK) Johann Wolfgang Goethe-Universität – Frankfurt am Main (Germany) Mahanirban Calcutta Research Group (India) South Asian Forum for Human Rights (Nepal) Democratic Commission of Human Development (Pakistan), and University of Dhaka (Bangladesh) Edited by © Thomas Benedikter 2013 Rights and permissions Copying and/or transmitting parts of this work without prior permission, may be a violation of applicable law. The publishers encourage dissemination of this publication and would be happy to grant permission.
    [Show full text]
  • Mapping India's Language and Mother Tongue Diversity and Its
    Mapping India’s Language and Mother Tongue Diversity and its Exclusion in the Indian Census Dr. Shivakumar Jolad1 and Aayush Agarwal2 1FLAME University, Lavale, Pune, India 2Centre for Social and Behavioural Change, Ashoka University, New Delhi, India Abstract In this article, we critique the process of linguistic data enumeration and classification by the Census of India. We map out inclusion and exclusion under Scheduled and non-Scheduled languages and their mother tongues and their representation in state bureaucracies, the judiciary, and education. We highlight that Census classification leads to delegitimization of ‘mother tongues’ that deserve the status of language and official recognition by the state. We argue that the blanket exclusion of languages and mother tongues based on numerical thresholds disregards the languages of about 18.7 million speakers in India. We compute and map the Linguistic Diversity Index of India at the national and state levels and show that the exclusion of mother tongues undermines the linguistic diversity of states. We show that the Hindi belt shows the maximum divergence in Language and Mother Tongue Diversity. We stress the need for India to officially acknowledge the linguistic diversity of states and make the Census classification and enumeration to reflect the true Linguistic diversity. Introduction India and the Indian subcontinent have long been known for their rich diversity in languages and cultures which had baffled travelers, invaders, and colonizers. Amir Khusru, Sufi poet and scholar of the 13th century, wrote about the diversity of languages in Northern India from Sindhi, Punjabi, and Gujarati to Telugu and Bengali (Grierson, 1903-27, vol.
    [Show full text]
  • Odia Identity, Language and Regionalism: a Historical Perspective
    IAR Journal of Humanities and Social Science ISSN Print : 2708-6259 | ISSN Online : 2708-6267 Frequency: Bi-Monthly Language: Multilingual Origin: KENYA Website : https://www.iarconsortium.org/journal-info/IARJHSS Review Article Odia Identity, Language and Regionalism: A Historical Perspective Article History Abstract: The Odisha had a rich heritage in sphere of culture, religion, politics, and economy. They could maintain the same till they came contact with outsiders. However the Received: 18.12.2020 decay in all aspects started during the British Rule. The main aim of the paper is to Revision: 03.01.2021 understand the historical development of Odia language particularly in the colonial period Accepted: 29.01.2021 which in the later time formed the separate state basing on language. The Odia who could realize at the beginning of the 20th century proved their mettle in forming the Published: 15.02.2021 Odisha province in 1936 and amalgamating Garhjat States in 1948 and 1950. Equally there Author Details are huge literature in defending the Odia language and culture by Odia and non-Odia writers Laxmipriya Palai and activists of the century. Similarly, from the beginning of the 20th century and with the growth of Odia nationalism, the Odias had to struggle for formation of Odisha with the Authors Affiliations amalgamation of Odia speaking tracts from other province and play active role in freedom P.G. Dept. of History, Berhampur University, movement. Berhampur-760007, Odisha, India Keywords: Odia, language, identity, regionalism, amalgamation, movement, culture. Corresponding Author* Laxmipriya Palai How to Cite the Article: INTRODUCTION Laxmipriya Palai (2021); Odia Identity, Language By now, we have enough literature on how there was a systematic and Regionalism: A Historical Perspective .
    [Show full text]
  • +3 Cbcs Syllabus
    +3 CBCS SYLLABUS ODIA HONOURS (QR Code) NAAC ACCREDITED A+ DDCE Education for all DIRECTORATE OF DISTANCE & CONTINUING EDUCATION Utkal University, Bhubaneswar-7, Odisha Email: [email protected] Website: www.ddceutkal.ac.in (To get the softcopy of the syllabus please scan the QR Code in your smart phone) FINAL Structure for Under Graduate Programme (B.A) Under Utkal University Bhubaneswar (As per CBCS System) ARTS (HONOURS) Group Subjects No. of Papers Total Credits Total Marks Core Core-1 to Core-14 14 14 x 6 = 84 1400 DSE DSE-1 to DSE-4 4 4 x 6 = 24 400 AECC 2 2 x 4 = 8 200 SEC 2 2 x 4 = 8 200 GE 4 4 x 6 = 24 400 GRAND TOTAL 26 148 2600 N.B:- Arts (Hons.) course has Total Credits = 148, Total Marks = 2600. Abbr. – DSE – Discipline Specific Elective AECC – Ability Enhancement Compulsory Course SEC – Skill Enhancement Course GE – Generic Elective Stipulations: 1) An Arts (Hons.) student has to opt two different subjects as GE-A and GE-B other than core subject. 2) GE-A to be opted for Semester-I & III (as Paper-1 & 2) and GE-B Semester-II & IV(as Paper-1 & 2) 3) An Arts (Hons.) Student can opt maximum of two Practical Subjects. SEMESTER – I Sl Name of the Course Paper CP CH Full No (Credit Point) (Credit Hour) Marks 1 CORE I 6 60 100 2 CORE II 6 60 100 3 GE - A I 6 60 100 4 AECC I 4 40 100 (Environmental Studies) TOTAL 4 22 220 400 SEMESTER – II Sl Name of the Course Paper CP CH Full No (Credit Point) (Credit Hour) Marks 1 CORE III 6 60 100 2 CORE IV 6 60 100 3 GE – B I 6 60 100 AECC 4 MIL(Communication) II 4 40 100 (Odia/Hindi/Urdu/A.E.)
    [Show full text]
  • (IJTSRD) Volume 4 Issue 1, December 2019 Available Online: E-ISSN: 2456 – 6470
    International Journal of Trend in Scientific Research and Development (IJTSRD) Volume 4 Issue 1, December 2019 Available Online: www.ijtsrd.com e-ISSN: 2456 – 6470 A Descriptive Study of Standard Dialect and Western Dialect of Odia Language in Terms of Linguistic Items Debiprasad Pany Assistant Professor, Department of English, IGIT (Indira Gandhi Institute of Technology), Sarang, Odisha, India ABSTRACT How to cite this paper : Debiprasad Pany Language is a unique blessing to human beings. Human beings are bestowed "A Descriptive Study of Standard Dialect with the faculty of language from very primitive age. Language makes human and Western Dialect of Odia Language in beings social and in a society human beings communicate with the help of Terms of Linguistic Items" Published in language. Odia is one among the constitutionally approved language of India. International Journal Odisha is situated in the eastern part of India. Presently, this state has thirty of Trend in Scientific districts. Odisha is bound to the north by the state Jharkhand, to the northeast Research and by the state West Bengal, to the east by the Bay- of- Bengal, to the south by the Development (ijtsrd), state Andhra Pradesh, and to the west by the state Chhattisgarh. The ISSN: 2456-6470, languages used by the neighboring states have a lot of influence on Odia Volume-4 | Issue-1, language. In this present study a modest attempt has been made to high light December 2019, IJTSRD29632 the differences between Standard Odia and Western Odia dialects. Various pp.626-630, URL: linguistic items used by the western Odia dialect users have marked www.ijtsrd.com/papers/ijtsrd29632.pdf differences compared to the standard Odia.
    [Show full text]
  • Classicism of Odia Language
    Orissa Review Classicism of Odia Language Dr. G.K. Srichandan Man expresses his feelings and emotions through neighbouring languages are Hindi, Bengali, Telgu, sentences of any language-spoken or written. Tamil etc. In addition to this 62 denominations Thus, human beings use many words in sentences (communities) of tribals live within the State of of language which have come to us by oral use Odisha. Their spoken languages or dialects had for hundreds of thousand years. Words are have impact on Odia language for her evolution evolved and use for expression of man¶s inner and enrichment. feelings. We borrow such words from other languages also to supplement our own mother Except Surya dynasty rulers all other tongue. preceding dynasty rulers have come from outside and brought with them soldiers and officers The vocabulary of a language depends speaking their native language and after settling in on the richness or treasure of words accumulated Udra Desha had embraced the then prevailing and stored in that language by passage of time Odia language. That had impact on development from the time immemorial. Odia is the mother of the vocabulary of Odia language. language of the majority of the people of Odisha at present and also in the past. The present In 1568 Odisha empire lost her Odisha is the political entity with distinct boundary. sovereignty and independence on sudden and sad But outside Odisha there exists Odia speaking demise of the last independent and sovereign tracts which was the result or resultant of the Hindu king-emperor Gajapati Mukunda Deva in conquests made by the Ganga Vansi and Surya Gohiri Tikira battle field.
    [Show full text]
  • English Language Education in India: How Aspirations for Social Mobility Shape Pedagogy
    ISSN (Online) - 2349-8846 English Language Education in India: How Aspirations for Social Mobility Shape Pedagogy EPW ENGAGE While English is not the official language of India, it has become the language of the ruling elite. Fluency in English is extremely sought after and brings with it the potential for social mobility to the underprivileged sections of society. But is an English-medium education the solution? The United Nations celebrates English Language Day on 23 April, the date traditionally observed as both the birthday and date of death of William Shakespeare. Celebrating “language days” for each of its six official languages, the organisation’s stated purpose in doing so is to “celebrate multilingualism and cultural diversity.” In the Indian context, the English language had been recognised for official purposes in the Constitution for a period of 15 years and continues to enjoy such recognition under the Official Languages Act, 1963. While the “national language” issue was contentious during the Constituent Assembly debates and continues to remain unsettled even today, the use of English remains prevalent, not just for official purposes but also in education and public discourse. An estimated 10% of India’s population can speak the language. But in a country with 22 scheduled languages (those that are listed in the Eighth Schedule of the Constitution) and 99 other non-scheduled languages (as per the 2011 Census), what role does English play? Why is English becoming increasingly sought after as a medium of instruction? And what impact does the English medium have on education in the country? This reading list explores the contours of multilingualism in India in the context of English ISSN (Online) - 2349-8846 language education.
    [Show full text]
  • The Rise and Growth of English Language in India and It's Perceived Relation Vis-À-Vis the Sense of Identity Among Young Adults
    ================================================================== Language in India www.languageinindia.comISSN 1930-2940 Vol. 17:6 June 2017 UGC Approved List of Journals Serial Number 49042 ================================================================ The Rise and Growth of English Language in India and It's Perceived Relation vis-à-vis the Sense of Identity among Young Adults Pooja Singal, M.A., M.Ed. ==================================================================== Abstract In a multilingual country like India, there exists a hierarchy among languages. While major Indian languages compete with each other for the position of power, leaving the minority and tribal languages far behind, at the top of this ladder is English, which has been variously described by educationists and politicians as an ‘imposition’ of the colonial rule, a ‘gift’ or the last ‘legacy’ of the imperial power. In the present context of the country, there is an increasing demand for English education, evident from the growth of small scale Private English Medium schools everywhere in India. On the other hand, all policy documents related to education stress the importance of Indigenous languages as the media of Instruction at least in primary classes. What, then, justifies the continued overwhelming presence of English in our context? This Paper attempts to outline the process of rise and growth of English language in the pre-independence India till the present time. The paper would also attempt to understand the perspective of young adults with respect to English vis-à-vis their sense of social identity through a study conducted with young adults engaged in different professions. Key Words: English, Multilingual Society, Education, Identity, Media of Instruction Introduction Language is not just a medium of communication, it is the medium that helps us to construct our everyday world, grasp the social reality, and acts as a representational tool to our innermost feelings, desires, fears and expectations.iThere is a close connection between Language and cognitive development.
    [Show full text]
  • Annual Report 17-18 Full Chap Final Tracing.Pmd
    VISVA-BHARATI Annual Report 2017-2018 Santiniketan 2018 YATRA VISVAM BHAVATYEKANIDAM (Where the World makes its home in a single nest) “ Visva-Bharati represents India where she has her wealth of mind which is for all. Visva-Bharati acknowledges India's obligation to offer to others the hospitality of her best culture and India's right to accept from others their best ” -Rabindranath Tagore Dee®ee³e& MeebefleefveJesÀleve - 731235 Þeer vejsbê ceesoer efkeMkeYeejleer SANTINIKETAN - 731235 efpe.keerjYetce, heefM®ece yebieeue, Yeejle ACHARYA (CHANCELLOR) VISVA-BHARATI DIST. BIRBHUM, WEST BENGAL, INDIA SHRI NARENDRA MODI (Established by the Parliament of India under heÀesve Tel: +91-3463-262 451/261 531 Visva-Bharati Act XXIX of 1951 hewÀJeÌme Fax: +91-3463-262 672 Ghee®ee³e& Vide Notification No. : 40-5/50 G.3 Dt. 14 May, 1951) F&-cesue E-mail : [email protected] Òees. meyegpeJeÀefue mesve Website: www.visva-bharati.ac.in UPACHARYA (VICE-CHANCELLOR) (Offig.) mebmLeeheJeÀ PROF. SABUJKOLI SEN jkeervêveeLe þeJegÀj FOUNDED BY RABINDRANATH TAGORE FOREWORD meb./No._________________ efoveebJeÀ/Date._________________ For Rabindranath Tagore, the University was the most vibrant part of a nation’s cultural and educational life. In his desire to fashion a holistic self that was culturally, ecologically and ethically enriched, he saw Visva-Bharati as a utopia of the cross cultural encounter. During the course of the last year, the Visva-Bharati fraternity has been relentlessly pursuing this dream. The recent convocation, where the Chancellor Shri Narendra Modi graced the occasion has energized the Univer- sity community, especially because this was the Acharya’s visit after 10 years.
    [Show full text]