LANGUAGE POLICIES: HOW TO RESOLVE THE ‘IDEAL VS. PRACTICAL’ ISSUE?

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.