ERIC Number: ED312901
Record Type: RIE
Publication Date: 1989
Reference Count: N/A
Language Policy, Language Use and English Language Teaching in India.
Parasher, S. V.
This paper evaluates the language policy of India and its implementation with a special focus on English language teaching (ELT). In the first part of the paper, India's language policy is chronicled from the pre-independence period through the nationalist movement and post-independence era, with attention to the language policies of the individual states and overall implementation. A second section examines language planning in education and the policy towards English in primary and secondary schools and in universities. The actual use of English in the Indian social and educational context is then reviewed, highlighting its use in public administration, the print media, the electronic media, the production of English-language books, business and industry, social circles, and creative writing. In addition, the use of English as the medium of instruction at each educational level is described, the functions of English and Indian languages are compared, and the mismatch between language policy and language use is discussed. The third and final section of the paper, an examination of the ELT situation, addresses its stated and implicit aims, the syllabuses, methods, and materials used, the teacher supply, and recent developments in ELT planning. It is concluded that the absence of a clearly-stated and uniform policy results from a mismatch of official languages and language use. Forty references are provided. (MSE)
Descriptors: Creative Writing, Educational Policy, Elementary Secondary Education, English (Second Language), Foreign Countries, Higher Education, Language of Instruction, Language Patterns, Language Planning, Mass Media, Official Languages, Public Administration, Public Policy, Publishing Industry, Second Language Instruction
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Association of Teachers of English as a Foreign Language (23rd, Warwick, England, March 31-April 3, 1989).