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V10i9sep2010.Pdf LANGUAGE IN INDIA Strength for Today and Bright Hope for Tomorrow Volume 10 : 9 September 2010 ISSN 1930-2940 Managing Editor: M. S. Thirumalai, Ph.D. Editors: B. Mallikarjun, Ph.D. Sam Mohanlal, Ph.D. B. A. Sharada, Ph.D. A. R. Fatihi, Ph.D. Lakhan Gusain, Ph.D. K. Karunakaran, Ph.D. Jennifer Marie Bayer, Ph.D. S. M. Ravichandran, Ph.D. Contents 1. Right to Education and Languages in India B. Mallikarjun, Ph.D. Part I 1-8 2. An Application of Skills Integration in Selma Deneme, Ph. D. Selen Ada, M.A. Language Teaching 9-18 Student 3. Official Ways to Subjugate Languages – Muhammad Gulfraz Abbasi, M. A., Ph.D. School Setting as a Cause of Pahari Dhundi- Scholar and Zafar Iqbal Khattak, M. A., Ph.D. Kairali Decline 19-27 Scholar 4. Speech Identification Scores in Children R. Phanindra, S.G.R. Prakash, K. Balaganesan, With Bimodal Hearing 28-36 Shusma, and Sravanthi 5. Continuous Professional Development - Syeda Farzana Sultana, M.A., Md. Samyul An Issue in Tertiary Education in Bangladesh Haque, M.A., and 37-47 Ahmed Wasimul Bari, Ph.D. Candidate 6. Teaching the Extra - Essentiality of Bringing Rajesh Bojan, M.A., M.Phil. Eclecticism into Classroom 48-55 7. Effective Teaching of English: A CLT Ms. Daisy Perspective for Haryana 56-62 8. ELT in Libyan Universities - A Pragmatic S. Rajendran, Ph.D. Approach 63-71 9. Behavioural Problems of Secondary School Nabi Bux Jumani, Ph.D. Students – A Pakistani Scene 72-81 Fazalur Rahman, M.Sc., M Ed., M.Phil. Ajmal Chaudry, Ph.D. Saeed ul Hasan Chisti, Ph.D. 10. Selection Procedure for Zafar Iqbal Khattak, M.A., Ph.D. Candidate Language in India www.languageinindia.com i 10 : 9 September 2010 Contents List English Language Teachers’ Professional Muhammad Gulfraz Abbasi, M.A., Ph.D. Development Courses of HEC Pakistan – A Candidate Case Study 82-100 11. Cohesion and Coherence in the novel The Mohammad Yahya Bani Salameh, Ph.D. Portrait of a Lady by Henry James 101-110 Scholar and A. R. Fatihi, Ph.D. 12. A Review of A. R. Kidwai 2009: S. Imtiaz Hasnain, Ph.D. Literary Orientalism: a companion 111-115 13. Dravidian Ideologue Kanimozhi and Her A. Boologa Rambai, Ph.D. and M. S. Language 116-123 Thirumalai, Ph.D. 14. Extensive Reading and Reading Strategies: J. Samuel Kirubahar, Ph.D. A Try-Out 124-152 A. Subashini, M.A., M.Phil. 15. Trends in Language Shift and Maintenance Saidalavi C., M.A. (Sociology), M.A. in the Eranad Dialect of Malayalam 153-160 (Malayalam), M.A. (English) 16. Interdependence of Law and Literature K. S. Lakshmi Rao, M.A., M.L. (Research), in Shakespeare’s and Charles Dickens’s Ph.D. Candidate Writings – A Reflection 161-166 17. The Interaction between Bilingualism, Mojtaba Maghsoudi, Ph.D. Educational and Social Factors and Foreign Language Leaning in Iran 167-193 18. Code Switching in Kailasam’s Play – B. A. Mahalakshmi Prasad, M.A. Poli Kitty 194-204 19. Morph-Synthesizer for Oriya Language Rudranarayan Mohapatra, M.A., M.Phil., Ph.D A Computational Approach 205-211 Lipi Hembram, M.A., M.Phil., Ph.D. 20. Question Formation in Pahari 212-221 Qudsia Ishaq, Haroon-ur-Rashid & Nadeem Bukhari 21. Language in Politics of Recognition: A Alina Pradhan, Ph.D. Case of the Nepali Language in the Creation of Political Identity of the Nepalis in Darjeeling 222-231 22. Technology Note Creating Parallel Test Renu Gupta, Ph.D. Items with Microsoft Excel 232-237 23. Politeness Strategies Across Cultures 238- Mohammed Hasan Ahmed ALFattah, M.A., 254 Ph.D. Candidate 24. Bridge between East and West - Iqbal and Samina Khan, M.Phil. Goethe 255-267 25. Syntactic Errors Made by Science Students Azhar Pervaiz, Ph.D. Candidate at the Graduate Level in Pakistan – Causes and Muhammad Kamal Khan, Ph.D. Candidate Remedies 268-284 26. Prospective Teachers of English in India: A Ravindra B. Tasildar, M.A. Perspective 285-289 27. Reported Perceptions and Practices of Muhammad Rashid Hafeez, Ph.D. Candidate English Language Teachers at Secondary and Saiqa Imtiaz Asif, Ph.D. Language in India www.languageinindia.com ii 10 : 9 September 2010 Contents List Level in Pakistan 290-308 Language in India www.languageinindia.com iii 10 : 9 September 2010 Contents List LANGUAGE IN INDIA Strength for Today and Bright Hope for Tomorrow Volume 10 : 9 September 2010 ISSN 1930-2940 Managing Editor: M. S. Thirumalai, Ph.D. Editors: B. Mallikarjun, Ph.D. Sam Mohanlal, Ph.D. B. A. Sharada, Ph.D. A. R. Fatihi, Ph.D. Lakhan Gusain, Ph.D. K. Karunakaran, Ph.D. Jennifer Marie Bayer, Ph.D. S. M. Ravichandran, Ph.D. Right to Education and Languages in India Part I B. Mallikarjun, Ph.D. Introduction Education is at the core of the development of a society and the nation. It is imparted through one or many languages. Multiethnic, multicultural, multi religious, multilingual society throws unique challenges to the educational planners in general and language planners in particular. The „Right of Children to Free and Compulsory Education Bill, 2008‟ of the Government of India was cleared by the Cabinet on Oct 30, 2008. This proposal for legislation was with the Government since the 86th Constitutional amendment was passed by the Parliament in Dec 2002 giving every child between the age of 6 and 14 years right to free and compulsory education. The first draft of the Bill was drafted in August 2005, again a new draft of the Bill was prepared in February 2008 and it reached the cabinet in August 2008. It became an Act after it received the Presidential assent few months ago. This Act which is in force in the country today, intends to provide free and compulsory education to all children of the age of six to fourteen years‟ which extends to the whole of India except the State of Jammu and Kashmir, is a unique educational planning document which may bring a sea of changes in the educational scenario of India. The Present Situation and the Past The cartoon given below published in a well-known daily depicts the time that it has taken from 1947 to 2010 to bring in “Right to Education” [RTE] in India. That is a snail speed. While looking at the Indian Education Scenario in the post Independence India, I personally feel that this is not a long period in the history of a nation or in the history of education in a country. Language in India www.languageinindia.com 1 10 : 9 September 2010 B. Mallikarjun, Ph.D. Right to Education and Languages in India - Part I 9/12/2010 1 I consider this period of 1947 to 2010 as a formative period for educational planning for a democratic nation. During this period, the Govt., was guided by the recommendation of well-known Committee reports like those of Radhakrishnan Committee Report, Kothari Commission Report at the Union level and at the level of the States like West Bengal by Ashok Mitra Committee Report, to name a few of them. When we look back at the implementation of the educational policies in the country, we find elite schools admit students from the elite communities and the government. schools admit or get the students on most of the occasions from the lowest strata of the Society. The principle of haves and have not‟s is functioning strongly. The domain of education including pre-primary education is also within the ambit of profit making, money laundering, ultimately it became a commercial activity instead of becoming a social movement for creating an equitable society. Every year during the period of schools re-opening after summer vacation, newspapers used to indicate that the children‟s parents who seek admission in the private educational institutions have to go through the process of interviewing by the institutions and demanding heavy amount of money as donation. Since the Govt. was not in a position to provide education for all the needy in the schools, there was mushrooming of private educational institutions, which are outside the Govt. control, started to have their own rule of governance and implementation of the policies. On most occasions what was common to the Govt. and private institutions was only the textbook and nothing else. Even there are examples where the schools were run in the cities in garages. This kind of educational system that existed needed a strong dose of medicine which can eradicate the deceases of the India‟s educational system. Salient Features Language in India www.languageinindia.com 2 10 : 9 September 2010 B. Mallikarjun, Ph.D. Right to Education and Languages in India - Part I India has three streams of education viz., literacy, formal education and non-formal education apart from Madarassa System. The salient features of RTE in addition to free and compulsory education are: making a provision for preschool education; providing education in the neighbourhood; reservation for the disadvantaged children from the neighborhood in the private schools; abolition of interview of the child, parent , capitation, donation; providing quality education by setting minimum standards for public and private schools and erasing of the inequalities that exist at present; providing for the up gradation of the non formal schools in a period of three years into formal schools with minimum standards; fixing the teacher student ratio; banking upon quality education and trained teachers, decentralising the implementation, Job security for teachers by appointing them on permanent basis; stopping of private tuition etc. The Act in principle aims at quality education.I consider the Right to Education Act in India as the first step in the right direction.
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