A Historical Sketch Of ELT In India English Language Essay

A Historical Sketch Of ELT In India English Language Essay Introduction This study aims at studying the language needs of under graduates students, revealing the discrepancies of different participants with respect to actual English language skills and target language skills and then suggest corrections in curriculum, wherever required. The study is conducted at Sant Gadge Baba University; Amravati, on students studying in under-graduate courses.This chapter presents information on the background and purpose of the study. Next, research questions are presented. Finally, definitions of some basic terms used in this study are presented. Background to the Study Global English World English is broadly categorised into three varieties: English as a Native Language (ENL), English as a Second Language (ESL) and English as a Foreign Language (EFL). Accordingly, there are three geographical divisions of English speaking nations viz., ENL territories, ESL territories and EFL territories (Braj B. Kachru in Koul N. Omkar (eds.) 1992: 2 -3, cited in Hasan Kamrul Md,2004).1 ENL territories In countries like the UK, the USA, Canada, Australia and New Zealand, English is the first or often the only language of communication among the people. In ENL territories people use the mother tongue variety of English. ESL territories- In ESL situations English plays a vital role and is used to perform a variety of official, educational, and other roles. For ESL speakers, although English is not their native language but it is an important language in their professional and social lives. Like India, English is used as a second language in almost all the former British colonies (Singapore, Nigeria, South Africa etc.) Often the persons second language becomes the first functional language in adulthood in such cases. In ESL countries English is generally given importance in the educational framework of the nation and taught in schools and colleges. EFL territories In some countries English neither enjoys the status of native language nor second 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 mainly for reasons of trade and business and it does not play any role in social interactions. A historical sketch of ELT in India: Pre-colonial period Vasco da Gamas discovery of the sea route to India also paved way for the introduction of English in the sub-continent in 1498.However, it was only in the 18th century, when the Mughal Empire was on the decline and the English East 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 elite people and was not the lingua franca of the people. Colonial period With the consolidation of the activities of the East India Company in eighteenth century, began the efforts of teaching English in the South Asian subcontinent. As far back as 1759, Christian missionaries entered India and the 1787 despatch 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 stage for the role of English in education was set by the end 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. There were primarily two objectives of such education. The first was to create through this education a class of natives who, despite their blood and colour, would be English in culture and be able to interpret between the rulers and the subjects:à ¢Ã¢â€š ¬Ã‚ ¦a class 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 both the objectives were designed to serve the interest of the Masters, not of the subjects, but it provided the framework of formal English ed ucation 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 very clearly laid out For the remaining period of colonial rule there were a few landmarks in the development of English such as: The establishment of universities in Kolkata, Mumbai and Chennai in 1857 and in Dhaka in 1920 Selective education and training 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 place: 1600 -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 very high to very low) appeared. Indian intellectuals and freedom fighters effectively used English as tool to for political awakening and resurgence. Interaction with vernacular 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 based on literature and grammar and the means 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 struggle 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 . Post colonial period Post independence, the perception of English as having an alien power base changed. Kachru notes that English now has national and international functions 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 State Twentieth century witnessed great advancements in science and technology and this enabled many 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 professional class. In India, the English speaking population 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 hea ds 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 virtually the first language. Thus in the present context English is playing a vital role in bringing together people from different regional languages for a closer exchange of social, educational and administrative 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 personal domains and its functions extend far beyond those normally associated 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 languages in certain domains (Kandiah citing Sridhar, 1985;Shridhar and Shridhar, 1986; 1991: 273)7. English language in Indian Education System English is taught as a second language at every stage of education in all states of India and has been accepted as the main medium of instruction in higher education. English is also the state 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 position of English in different boards, universities and other institutions. Even the curriculum offered and evaluation 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 (1986b:20 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 with 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 directly related to language planning at both the national and state levels. There are, as yet, no acceptable answers to any of these questions (Kachru 1986b:20 cited in Hohenthal , 2003).9 1.2 Language Teaching Context at Amravati University Established on 1st 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 span 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 Soul The University is recognised 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, Law, Home 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 undergoing expansion and developments in the recent 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 assess the students performance are generally written exams stated to cover the course objectives moderately rather than fully. That is because listening and speaking skills are not evaluated although practiced 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 results of this study will 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 existing program to better 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 longer 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 languages 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. Looking at English language courses in sub metroplises, the fact that glaringly stands out is that little has been done to understand the special learning 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 exposure and environment which is naturally a part of the cosmopolitan work culture. Culturally as well, most students belong to families 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 attempt to suggest how they can be optimally trained 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 researcher 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 desired competence level of the items, this study, also aims at examining whether or not there is a need for improvement 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 central 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 idea about students English language skills and to see whether there was any discrepancy between their actual language skills and desired skills constituted an important dimension 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 more appropriate curricular elements for the undergraduate students at Amravati University Necessity for syllabus development A planned 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 syllabus. There are very strong grounds to support the need for a systematic syllabus development process, the most important of them are: First, 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 result. 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 outcome desired and both work in coordination to achieve the common goal. The syllabus theory 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.

Film Scene Analysis On Racism Depicted In The Movie Crash Essay

In the film Crash we are given a picture of all different kinds of social and multicultural differences, giving us an eye opening and often disturbing examples of racism that damages our society. The scene I have chosen to analyze is between 18:30 – 21:05 minutes in the movie Crash. Cameron and Christine are a black well off couple. They experience stereotyping and racism when they are driving home from a party. A white police officer pulls them over and performs a search on both Cameron and Christine. This scene illustrates the social and racial tensions, with a racist white officer molesting an innocent black woman. The scene is located in a residential neighborhood, in an American City. Although the time of date is not stated it is very dark and probably late at night as there a few cars that pass through the entire scene. There is a Christmas tree in the background, suggesting that this is set during the winter. Although it is dark and gloomy, we can depict that it is cold as Cameron is wearing a turtleneck and blazer, and the policeman are also wearing jackets. The scene revolves around four major characters, Cameron (Husband), Christine (Wife), Officer John, and Officer Tom. Cameron and Christine are pulled over by the two officers whilst driving a Black Navigator. The cop car is directly behind the black navigator, however most of the scene takes place near the Black Navigator. Around the characters there are a few malnourished trees, alongside with blurred streetlights and shop signs. There are glimpses of residential houses in the background indicating that they are in a suburban area. Cameron’s costume is a beige turtleneck, with a Dark brown blazer and black dress pants. He is also wearing a wedding ring, black leather strap watch, and frameless glasses. Christine is wearing a white cocktail dress, with the majority of her body exposed. She is wearing diamond earrings and a wedding ring. Officer John and Tom are wearing police issued jackets, black button down  shirt, black pants and black leather shoes. There is a police badge stitched into the jacket, and on the left arm of the jacket showing their rank. Throughout the scene the dialogue is accompanied by a faint eerie melody that is played at slow tempo. As Officer John is molesting Christine the camera starts to follow John’s hands up and down her backside. Most of the time the camera is focused on the characters faces, to allow the viewer a deeper insight into the situation. Cameron and Christine are both of African decent, and first generation Americans. Christine mentions at the start that Cameron is a Buddhist, and does not drink; however Christine does not oblige to the same lifestyle. Cameron is 5ft10, 40-50 years old, around 160-180 pounds and has his hair slick back. Christine is 5ft7, 40-50 years old, around 120-140 pounds and has her hair tied back. Officer John is around 5ft10-11, 30-40 years old; around 170-190 pounds, and slick back hair. Officer Tom is a younger version of John, around the ages of 20-30, same height and around 150-170 pounds with unpolished hair. When Cameron and Christine are pulled over by the Police, they smile at each other as if they just cracked a joke. When the police officers approach the vehicle and ask Cameron to step out the car, Christine loses it and starts mouthing off at Officer John calling him a â€Å"cracker†, boiling his blood. A key moment in the scene is when Christine searched by Officer John, and glares at Cameron signaling for help. Cameron makes eye contact and looks away in sadness signaling there is nothing he can do. Although Cameron does not speak out, we can clearly tell he is in distress and controlling his anger displayed through non-verbal behavior (Elliot Aronson et Al, 2012). While Officer John runs his hands down Christine’s backside he constantly glances at Cameron showing him the distribution of power in this situation. Although Cameron may be a movie director, John proves to him he is an officer of the law and holds more power than his money can buy. Officer Tom handles contains Cameron as he is forced to watch his partner perform sinful acts on the poor housewife. Through his facial expressions we can depict that he is clearly uncomfortable with his partner’s action, however he is unable to act against them. Officer John clearly outranks Tom in terms of superiority, and must follow his orders. Officer John is portrayed as a troubled racist white that feels the need to establish his racial dominance and authority. Although this could have been a long stemming hatred towards blacks (Attribution Theory (Elliot Aronson et Al, 2012)), it seems that an incident prior to the scene may have triggered his reaction. An Availability Heuristic (Elliot Aronson; Timothy D. Wilson; Robin M. Akert, 2012) may have readily been available for John when he saw a black man receiving fellatio from either a white/black female. Christine as mentioned before is slightly drunk throughout the scene, and starts mouthing off at Officer John. Although both Cameron and Christine realize that this is an act of racism Christine acted out of line by turning a bad situation into a worse one. In a way she was acting out of her Gender Role (Elliot Aronson et Al, 2012) as the male should be the one to deal with situations like this. In the marriage vows it says that you must protect your partner at all times, and is a common known fact when associating Gender Roles (Elliot Aronson et Al, 2012). The traditionally male roles of â€Å"provider† and â€Å"protector† are especially examined when the police officer is molesting Christine, and Cameron just watches in silence and despair. It is arguable that when confronted by police there are certain Demand Characteristics (Elliot Aronson et Al, 2012) that should be done, however in this case Cameron acted like a coward. It is interesting to observe the interaction between Cameron and Christine throughout the scene. Cameron shows his male dominance by telling Christine to â€Å"Shut Up, Stop Talking† and stay out of the situation. This proves that Cameron’s Social Cognition (Elliot Aronson et Al, 2012) is that he is in power and that his wife should listen to his words. Another key thing that was observed during the analysis was that Cameron was more afraid of the consequences against his own future career than his wife. To elaborate Cameron knew that if he intervened with Officer John he would be arrested and be all over the news. He was more concerned with his own image than his wife, which is why he stood there helplessly watching. Once the officers left, we can see that Cameron has been morally degraded and on the verge of succumbing into insanity. Christine starts to blame Cameron for his cowardly actions, although he does not seem to care much on the outside we can depict that it is doing a number on him mentally. When I first  watched this scene I was shocked to see Officer John abuse his power, whilst at the same time surprised to see Cameron and Officer Tom watch helplessly. Especially Cameron being her husband he shows no signs to try and help Christine. This scene is a clear example of Modern Racism (Elliot Aronson et Al, 2012), and how certain roles in society have the ability to abuse their power. It is also very interesting to see how social psychology plays a big role in how certain people make decisions. Such as Christine speaking out of place, John molesting Christine, and Tom and Cameron acting as innocent bystanders. References Elliot Aronson; Timothy D. Wilson; Robin M. Akert (2012), Social Psychology, Eight Edition, New Jersey, Pearson Education Inc, Retrieved from Coursesmart Library

Things You Should Know About Harvey Mudd Supplement Essay Samples

Things You Should Know About Harvey Mudd Supplement Essay Samples You want to understand more than only the googleable facts. Regardless of what, make certain you decide on a topic that's meaningful to you. Since you just have 50 words, don't have any choice except to continue to keep your answer short and sweet. 35 words isn't a great deal of words, particularly when it comes to a concept as broad as inspiration. We think placement exams at the beginning of the school year are the best method to ensure students take the right courses. However, contrary to other straight bullies, multicultural students are inclined to be below the category of bully-victim. Some students continue to be concerned about submitting too many test scores. Whenever you have the last score that you're delighted with, after that you can send only that score to all of your schools. In the event that you were considering the very first question within this section as you've been waiting for a chanc e to get up on your favourite soapbox, perhaps this third option is going to be your perfect prompt. All homeschooled applicants must interview. There's no certain number of submissions that have to be included. The response shouldn't be too long since this will look like the speaker is giving another speech. What Is So Fascinating About Harvey Mudd Supplement Essay Samples? When an activity should be explained in greater detail, you might incorporate an expanded explanation or resume. Please be conscious of some extra measures and forms you must complete as a global transfer applicant. The procedure is inherently unpredictable. Even in a 35-word answer, it's still superior to show as opposed to tell. Harvey Mudd Supplement Essay Samples and Harvey Mudd Supplement Essay Samples - The Perfect Combination The school would like you to know they are embracing all sexual orientations, and if you're open to discussing your own history and identity, don't hesitate to share your s tory. Actually, you need to consider writing the essay before any of the lists because this is your main chance to consult with admissions in your voice. After an in depth analysis of the problem available, it's inevitable to deny the simple fact that racial differences motivate bullying in a normal school setting. Harvey Mudd Supplement Essay Samples Options Our premium plans provide different amount of profile access and data insights that could help you to get into your dream school. At length, don't neglect to connect your very own past experiences and accomplishments to the resources you decide to highlight. The modern culture of the community requires the use of junk food on a normal basis. Therefore, it can put in some resources to aid in reducing the prevalence of diabetes in children. They can achieve this by conveying essential details like the etiology, risk factors in addition to treatment choices for diabetes. Dietary supplements aren't regulated. There are a lot of resources online that may be retrieved over the internet at little if any charge to supplement the available conventional books. Think about the complete scope of options (like textbooks!) In some instances, you need to submit these by December 1. Maybe you took an online French course to get familiar with the language before taking a visit to Paris with your loved ones. This is a rather straightforward prompt. Whatever community you select, be sure to situate your contribution within it. ISAB also supplies recreational opportunities! Students are able to take advantage of the university's engineering breadth, as there's an engineering major for virtually every interest at Georgia Tech. Having said that, we strongly encourage students to finish an interview should they have the chance t o accomplish this, particularly for those living in the Southern California region. The prompt is about the things which make you stand out and there is not any way a bare minimum application is likely to stand out to admissions. There's no advantage or disadvantage for a Harvey Mudd student picking a major earlier in her or his career. There are lots of opportunities at school I can make the most of to my success in course work. It is always advised to handle the issue or challenge prematurely to avoid it getting out of control.

Nixon Nixon And Nixon - 2163 Words

â€Å"Nixon by Nixon† 1. What were Nixon’s reasons for taping his conversations? Nixon had a couple reasons to tape his conversations. His main reason was to make his administration â€Å"the best chronicled in history.† He also explained that there were some instances in which having someone in the room taking notes was neither appropriate nor convenient. By using a recording device, Nixon was able to go back on major meetings and recall all that was said, leaving no room for a gray area. He believed that the positives outweighed the negatives, and the secrecy of the system overrode any objections made by those taped that had privacy concerns. President Nixon relied heavily on the advice of Bob Haldeman, Nixon’s chief of staff. Haldeman stated†¦show more content†¦Edgar Hoover (FBI Director), Pat Nixon (First Lady), and Alexander Butterfield (Deputy Assistant). The only people who were knowingly recorded were Bob Haldeman, Stephen Bull, and Alexander Butterfield. Haldeman and Nixon had discussed a recording system in 1971, and Butterfield was in on it. They decided they would have the Secret Service install a voice-activated recording system, so that Nixon would not have to worry about switching a system on and off. Butterfield made the official order to the Secret Service, and a recording system was place in seven different places: The Oval Office, the Cabinet Room, the White House telephone line, the Executive Office Building, the Aspen Lodge at Camp David, and telephones throughout that same lodge. The Secret Service kept up with the maintenance of the tapes, and conducted tests to make sure it was working. 3. Is there a difference between Snowden’s publishing of National Security Agency Information and the New York Times publishing the â€Å"pentagon papers†? Discuss. Though there are similarities in regards to national security and executive privilege, there is definitely a difference between Snowden’s publishing of National Security Agency Information and the New York Times publishing the â€Å"pentagon papers.† Daniel Ellsberg, a military analyst, opposed the war in Vietnam and decided that