A Historical Sketch Of ELT In India English Language Essay

A Historical Sketch Of ELT In India slope Language EssayIntroductionThis muse aims at canvas the words ask of under graduates students, revealing the discrepancies of different participants with respect to veridical incline phrase skills and target run-in skills and then suggest corrections in platform, wherever required. The study is conducted at Sant Gadge Baba University Amravati, on students studying in under-graduate routes.This chapter presents information on the background and purpose of the study. Next, research headings argon presented. Finally, definitions of close to basic price use in this study are presented. footing to the Study ball-shaped side of meatWorld face is vastly categorised into three varieties incline as a Native Language (ENL), specimen as a Second Language (ESL) and side as a Foreign Language (EFL). Accordingly, thither are three geographical divisions of incline oration nations viz., ENL territories, ESL territories and EFL territo ries (Braj B. Kachru in Koul N. Omkar (eds.) 1992 2 -3, cited in Hasan Kamrul Md,2004).1ENL territories In countries like the UK, the USA, Canada, Australia and New Zealand, side is the graduation or often the barely language of discourse among the muckle. In ENL territories people use the come tongue sorting of position.ESL territories- In ESL situations English plays a vital contribution and is used to perform a variety of official, schoolingal, and other roles. For ESL speakers, although English is not their native language but it is an important language in their passe-part pop discover and fond lives. Like India, English is used as a wink language in al closely all the former British colonies (Singapore, Nigeria, southwestward Africa etc.) Often the persons secant language start outs the first passal language in adulthood in such cases. In ESL countries English is generally wedded wideness in the educational framework of the nation and taught in schools an d colleges.EFL territories In some countries English neither enjoys the status of native language nor molybdenum language. It is treated as foreign language and its use is restricted to occupational and educational purposes. In countries like China and Japan, English is taught and learnt importantly for reasons of apportion and business and it does not play any role in brotherly interactions.A historical sketch of ELT in IndiaPre-colonial periodVasco da Gamas husking of the sea route to India as well paved way for the introduction of English in the sub-continent in 1498. til now, it was only in the 18th century, when the Mughal Empire was on the decline and the English eastern some(prenominal) India Company had secured a foothold in India that Indias tryst with the English language began. During this period, English was the language of communication of the selected people and was not the lingua franca of the people.Colonial periodWith the consolidation of the activities of the East India Company in eighteenth century, began the efforts of teaching English in the conspiracy Asian subcontinent. As removed back as 1759, Christian missionaries entered India and the 1787 junket welcomed the efforts of Rev. Swartz to establish schools for the teaching of English. Another significant effort was the publication of the first book, The Tutor, to teach English to the non-Europeans by author John Miller in 1797. This book was published in Serampore in Bengal. Thus the socio- historical represent for the role of English in education was set by the stamp out of the 18th century.T.B. Macaulay, in the Minutes of 1835, for the first time, formally introduced the teaching of English in the South Asian subcontinent. In his Minutes he mentioned the importance and usefulness of the education that would be given to the natives through the medium of English. thither were primarily two objectives of such education. The first was to take a crap through this education a track of natives who, despite their blood and colour, would be English in culture and be able to interpret between the rulers and the subjectsa layer who may be interpreters between us and the millions whom we govern a class of persons, Indians in blood and colour, but English in taste, in opinion, in morals and in intellect (quoted in Macaulay 1835, quoted in Thirumalai, 2003)2. The second was to create a demand for the European institutions. Although two the objectives were designed to serve the bear on of the Masters, not of the subjects, but it provided the framework of formal English education to India which to a large extent is followed even today..Thus by the middle of the nineteenth century the aims and objectives of teaching English were really clearly laid out For the remaining period of colonial rule there were a a couple of(prenominal) landmarks in the development of English such asThe establishment of universities in Kolkata, Mumbai and Chennai in 1857 and in Dh aka in 1920Selective education and breeding in administration, imparted through English, the Indian University Act (1904)The Resolution on educational Policy (1913).For the entire period of British rule four broad developments with regard to English education took s oddment off1600 -1800 During the early years the variety of English used was imitative and formal. It was the language of the rulers and the elite class.1850 -1947 During the later years more varieties (from truly high to very low) appeared. Indian intellectuals and freedom fighters in effect used English as tool to for semipolitical awakening and resurgence.fundamental interaction with camber languages As the use of English penetrated the different sections of the educated Indians, a new variety of English emerged. This variety of English had a very distinct Indian flavour and a number of words of vernacular origin were absorbed in English, e.g., Brahmin. Coolie, jungle, and so on.Methodology Language studies were establish on literature and grammar and the way of life of studies was the grammar-translation method. The spoken component of the language was not practised. The emphasis was given on correctness and complete sentence construction.English also played a critical role in Indias argue for independence as it became the language of political awakening and resurgence. Even Mohandas K. Gandhi (1869-1948), although a strong advocator of use of national language, used English language effectively to put forth his message to the British Government . deport colonial periodPost independence, the perception of English as having an outsider author base changed. Kachru notes that English now has national and supranational roles that are both distinct and complementary. English has thus acquired a new power base and a new elitism (Kachru 1986, p. 12 as cited in Baldridge, 2002).3 For most part of the twentieth century, it remained a language used by a select few. English primarily remained the language of law and administration.The Present verbaliseTwentieth century witnessed great advancements in science and technology and this enab guide some new ways of sharing information and doing business. Indias international commercial activities led to the need for acquiring proficiency in English as an international language. Now, English was not just the language of the administrators and policy makers but also became the language of the business and superior class.In India, the English speaking universe is only about 3-4%, but with Indias massive population, India is among the top three countries in the world with the highest number of English speakers. In terms of numbers of English speakers, the Indian subcontinent ranks third in the world, after the USA and UK. Most English speakers in India are second language speakers, in 1971, it was estimated that the rate of bilingualism in India was 13% and 99% of English speakers are second-language speakers (Mahapatra 1990 7 cited in Hohenthal , 2003).4 Spolsky points out that English is the most widely spoken second language, followed by Hindi. English is more useful as a lingua franca the usefulness of Hindi as a lingua franca is regionally limited (Spolsky 1978 42 cited in Hohenthal , 2003)5. The small segment of the English speaking population controls domains that have professional prestige (Kachru 1986a 8 cited in Hohenthal , 2003)). It is this small segment of Indian population that heads Indias economic, industrial, professional, political, and social progress. Most interactions in the above spheres of life take place in English.In the linguistically plural settings of India, English often acts as the link -language among people of different dialect. For many educated Indians English is nearly the first language. Thus in the present con textual matter English is play a vital role in bringing together people from different regional languages for a closer exchange of social, educational and adm inistrative network of India . It provides a linguistic tool for the administrative cohesiveness of a country (Kachru 1986a 8).English is used in both public and face-to-face domains and its functions extend far beyond those normally gentd with an outside language, including the instrumental, the regulative, the interpersonal and the innovative, self-expressive function (Hohenthal citing Kachru 1986a 37, 2003))6. As pointed out before, the role of English is not replacive it overlaps with local anaesthetic languages in certain domains (Kandiah citing Sridhar, 1985Shridhar and Shridhar, 1986 1991 273)7.English language in Indian knowledge arrangementEnglish is taught as a second language at both stage of education in all earths of India and has been accepted as the main medium of instruction in higher education. English is also the fix language of two states in eastern India, Meghalaya and Nagaland.In India, English has become an integral part of the curriculum almost at all levels of education. However there are various social, political and cultural factors that affect the lieu of English in different boards, universities and other institutions. Even the curriculum offered and military rank tools employed are very diverse across the country. The model of English offered to the learners lacks uniformity and it is this question that continues to challenge the policy makers and education planners. While most States accord English the position of second language, some others treat is as the third language the regional language and the national language getting precedence.as in other linguistically and culturally pluralistic societies, the position of English is determined by various political, cultural and social considerations. Kachru (1986b20 cited in Hohenthal , 2003)8 sees primarily three questions which continue to be discussed. The first question concerns the position of English in early and in higher education. The second question is concerned w ith the roles of the regional language, Hindi and English. The third question deals with the model of English presented to Indian learners, and how that presentation can be made uniformly and effectively. The Government of India has primarily been concerned with the first two questions, which are now related to language planning at both the national and state levels. There are, as yet, no acceptable answers to any of these questions (Kachru 1986b20 cited in Hohenthal , 2003).91.2 Language Teaching Context at Amravati UniversityEstablished on initiatory May, 1983, this University geographically covers the western Vidarbha belt (i.e., five districts Amravati, Akola, Yavatmal, Buldhana and Washim) of Maharashtra State. The University, in its small sweep of two and a half decades, has contributed in many ways for economic, social and cultural upliftment of the society by offering quality education. The Motto of this University is Education for Salvation of SoulThe University is reco gnised under Section 12(B) of UGC Act.The University is also an associate member of Association of Commonwealth Universities, London (U.K.)The University has 10 faculties which includes Arts, Commerce, Sciences, Medicine, Ayurved, Education, Social Science, honor, groundwork Science, Engineering Technology.The University has facilities to offer post-graduate advanced education in Computer, Biotechnology, Business Management, Law degree courses in Chemical-Technology.SGB,Amravati University University has been one of the foundation universities undergoingexpansion and developments in the new years. Although the University does not have an English Department to date, English courses are offered both at undergraduate and postgraduate levels in colleges affiliated to the University.Evaluation tools used in order to pass judgment the students performance are generally create verbally exams stated to cover the course objectives moderately rather than fully. That is because audito ry sense and speaking skills are not evaluated although pulld during the classes. The exam is generally conducted once, at the end of the academic session. The nature of the written examination paper is largely theoretical.Thus, the solvents of this study go forth be an aid to the Curriculum Development Unit of English Board of Studiesof Amravati University (SGBAU)in deciding on the needs of the students and improving the already live program to remedy meet the needs of those students.1.3 Purpose of the Study?English has penetrated all functions and all sections of society. It is a universally accepted tool for communication. It is no pertinaciouser restricted to the English or Americans as a means for communication. Even within India, with its diversity of languages, English has emerged as the accepted language of communication cross culturally. It has even overtaken Hindi, which is officially the national language, as far communication among people of different native langua ges is concerned. Although, from time to time, various political lobbies have raised the issue of prohibiting the use of English language, however, they have so far been unsuccessful. This is primarily the result of the accommodating quality of English . Moreover, most of the world communicates in English and if India has to be a part of the Global scenario, English language can be a major bridge. sounding at English language courses in sub metroplises, the fact that glaringly stands out is that little has been done to understand the special learnedness needs of students here and even lesser attention has been paid to prepare them to function effectively in their workplaces and academic environment. Students hailing from townships and rural areas suffer from geographic as well as cultural disadvantages. Their distance from the metros does not bring the film and environment which is naturally a part of the cosmopolitan work culture. culturally as well, most students rifle to famil ies where native language is the means of communication and even in academic institutions the medium of instruction is primarily the local dialect. The prime purpose of this study was to understand the special needs of students who belong to non-metropolitan areas and then enterprise to suggest how they can be optimally educate to perform academic and professional functions efficiently.Each of the skills which may be required, reading, writing, listening and speaking may be of different value in terms of their use in a specific field. This study has been able to assess the students only in reading, writing, grammar and vocabulary. Due to a large and scattered sample, the police detective was constrained not to test the listening and speaking skills of the respondents.This study aims at collecting data about the ESP needs of undergraduate students in 2008-2009 Academic Year. By comparing the results of students in each skill and the desire competence level of the items, this stud y, also aims at examining whether or not there is a need for utility in those skills.Rodgers (1969 as cited in Hutchinson and Waters,1987) in Nese Ekici,2003 expresses that developments in educational psychology has contributed to the rise of ESP by emphasising the important importance of the learners and their attitudes to learning. Learners have different needs and interests, which has an important influence on their motivation to learn and therefore on the effectiveness of their learning. To get an whim about students English language skills and to see whether there was any unlikeness between their actual language skills and desired skills constituted an important ratio of the study. The foci of this study were both the target needs and learning needs for the English curriculum which is implemented during the undergraduate program. This needs assessment study will be useful in improving the already existing curriculum or designing a new needs-based curriculum and choosing mo re divert curricular elements for the undergraduate students at Amravati UniversityNecessity for curriculum developmentA plotted approach to the teaching-learning process can go a long way it making a course effective and relevant. However, as it is seen as something very complicated , many a times the content of the text books available for the course take the place of the course of instruction. There are very strong grounds to support the need for a systematic syllabus development process, the most important of them areFirst, right from the onset of the course the teacher understands the ultimate objective of the course as a result of the planned process. This gives an opportunity to the teacher to interrelate and integrate all the elements. This in turn ensures better chances for the syllabus meeting its learning objectives. Secondly, a planned approach enables better selection of teaching materials and aids. The class delivery is better planned and oriented towards the end re sult. Finally, this syllabus development process leads to improvement of language education. The teacher plans, structures, selects, organises the teaching content in accordance with the learning objectives. Both the learner and the teacher are well aware of the way out desired and both work in coordination to achieve the common goal.The syllabus surmisal has not found wide application in ELT practice yet and has often been ignored by applied linguists. However, the application of this theory could be very beneficial for the whole ELT process improvement. This research is an attempt to bring in the application of syllabus development process for SGBAUs language courses.