What is the goal of language education? The answer depends on one’s
philosophical and theoretical affiliation. It could be anything from
proficiency to mere familiarity with language expressions. These goals are
expressed in curricula and are influenced by factors like government level policy
decisions. Theoretical perspectives, political/religious ideology of the state,
beliefs of the learners, teachers, parents etc., and social expectations about education
in general influence curricula (The NCF 2005 draws from Chomsky, Vygotsky and
Piaget) are examples. The level of introduction of English in school is one such
issue of contention. In my opinion, a curriculum designer’s primary duty is to define
goals of education and work towards their fulfilment. But in doing so, one has
to take the other participants in the milieu of education into confidence to
ensure smooth functioning of the system.
The dichotomy between achievement and proficiency is an issue that needs
to be negotiated with. NCF 2005 advocates assessment of proficiency as the
ideal. Since language is simultaneously a content subject and a tool to study
other subjects, it stands at a crossroad. Moreover, English is considered a
necessary prerequisite for higher education in India. At the same time, if
English as a subject is an impediment for passing major examinations, we have a
‘no detention’ policy. But even with this policy, syllabus designers must
strive to create conducive environments for students to have basic proficiency
in English.
Input rich communicational environment is a prerequisite for language
learning. In a regional language dominated context, providing such an
environment is a challenging task. Availability of materials and funds,
proficiency of teachers, educational awareness of the larger society are
factors affecting this aspect. In rural (and most urban) environments, such an
environment is impossible to be created. The ideal and reality are far too distant.
To address this issue, a syllabus can give freedom to its users to incorporate
available resources, apart from providing sufficient materials.
National Achievement Survey conducted by NCERT, for class 10 students in
the year 2015 shows how rural/urban setting, community, gender and type of
school influence language learning outcome. As far as possible, such
differences among learners must be incorporated into written local syllabi, that
has sufficient freedom to adapt to a large variety of learner needs. The use of
the existing (language) knowledge of learners must be ensured, in order to
build new knowledge. This knowledge includes learner’s first language. Making
use of native language in teaching English is indeed a welcome measure and has
to reflect in syllabi.
