The main aims/questions that will be discussed in this paper are the importance and
need of learning English in today’s world right from the primary stage and the
hindrances in teaching the English Language in a non-English speaking country, for
example India.
Teaching English becomes more and more relevant particularly in a multilingual and
multicultural country like India. In the framework of a comparative study projecting
eclectic teaching Methodology examples from the classroom will be presented and
discussed.
Taking a pan-Indian view on the country’s education system, we observe that not only
are there various types of schools catering to each section of the Indian society,
correspondingly there are various boards of education following different English
Language and Literature syllabi. A significant difference is also observed between the
private and the government schools in this regard. Today each Indian child has to learn
English. Keeping this in mind, teaching methodologies are designed. English language
course designers in India are trying to bridge the multicultural and multilingual gap as
perceived in the indigenous cultures, languages and religions. We follow an eclectic
method within the classrooms to develop the four skills in Communicative English.
More workshops and exchanges between teachers’ experiences across the world
would help us overcome the hurdles.
Table of Contents
1. Introduction
2. Culture and Language: Their correlation
3. English Language and its importance in the Indian Context: (i) Pre-Independence Period
4. (ii) The Post Independence period till date
5. India and its indigenous culture
6. The Country’s Openness towards Other Cultures
7. Indian English and its importance
8. Teaching English Language through native culture and language
9. Conclusion
Objectives and Topics
This paper examines the essential role of English as a second language in India, focusing on the challenges of teaching it within a multilingual and multicultural society while balancing the preservation of indigenous cultural identity.
- The importance of learning English from the primary stage in a non-English speaking country.
- The complex interplay between native cultural identity and foreign language acquisition.
- Historical context and evolution of English education in India from the colonial era to the present.
- Comparative analysis of teaching methodologies in private and government-run schools.
- The impact of media and globalization on language learning and cross-cultural exchange.
Excerpt from the Book
Culture and Language: Their correlation
On April 5, Gandhiji was speaking in a conference at Allahabd. He told his audience about Indian Culture, “Many of us are striving to produce a blend of all the cultures which seems today to be in clash with one another. No culture can live if it attempts to be exclusive. There is no such thing as pure Aryan Culture in existence in India Today. Whether the Aryans were indigenous to India or were unwelcome intruders, does not interest me much. What does interest me is the fact that my remote ancestors blended with one another with the utmost freedom and we of the present generation are result of that blend.”
When we learn a foreign language, the purpose of learning the language is fulfilled only when we know about the food, customs and other nuances of the target language. Kramsch’s observation about foreign language learning and foreign culture is of great importance in this regard: ‘Culture in language learning is not an expendable fifth skill, tacked on, so to speak, to the teaching of speaking, listening, reading, and writing. It is always in the background, right from day one, ready to unsettle the good language learners when they expect it least, making evident the limitations of their hard-won communicative competence, challenging their ability to make sense of the world around them’ (Kramsch, 1993: 1).
Chapter Summaries
Introduction: The author introduces the challenges of teaching English to young learners in India and posits that miscommunication often stems from cultural differences rather than the language itself.
Culture and Language: Their correlation: This chapter establishes the inseparable bond between language and culture, referencing historical perspectives and scholarly research to emphasize that cultural context is fundamental to effective language learning.
English Language and its importance in the Indian Context: (i) Pre-Independence Period: An overview of the British influence on the Indian education system and the historical push for English education by various figures and colonial policies.
(ii) The Post Independence period till date: This section explores the linguistic shifts in India after 1947, detailing the establishment of English as a second official language and the evolution of educational policy.
India and its indigenous culture: A brief overview of India's historical diversity and its enduring tradition as one of the oldest living civilizations.
The Country’s Openness towards Other Cultures: This chapter analyzes how foreign influences, including media and western culture, have shaped the linguistic and social preferences of the Indian youth.
Indian English and its importance: The author discusses the varieties of Indian English, including historical forms like "Babu English" and "Butler English," and how socio-cultural backgrounds influence local phonology and usage.
Teaching English Language through native culture and language: A reflection on the author's personal classroom experiences at South Point School, discussing the necessity of balancing traditional methodologies with cultural awareness.
Conclusion: The author synthesizes the need for reciprocal cultural exchange and advocates for teaching methods that do not alienate students from their own cultural heritage while mastering English.
Keywords
multi-culture, multi-lingual, cultural awareness, language pedagogy, media, teaching methodology, child-learning, Indian English, communicative competence, bilingualism, English as a Second Language (ESL), linguistics, social politics.
Frequently Asked Questions
What is the core subject of this paper?
The paper explores the challenges and pedagogical strategies for teaching English as a second language within the diverse cultural and linguistic landscape of India.
What are the primary themes discussed?
Key themes include the correlation between language and culture, the history of English education in India, local varieties of Indian English, and the impact of the socioeconomic divide on language acquisition.
What is the research goal of the author?
The goal is to demonstrate that effective English language teaching in India requires a balanced approach that respects indigenous culture while facilitating global communication skills.
Which scientific methods are applied?
The author uses a qualitative approach, combining literature review, comparative analysis of educational systems, and personal ethnographic reflections from a pilot study in an elite school.
What content is covered in the main section?
The main section covers the historical development of English in India, linguistic interference due to mother-tongue influence, and the critical role of teachers in navigating cultural diversities.
Which keywords characterize this work?
The work is characterized by terms such as multi-lingual, language pedagogy, teaching methodology, Indian English, and cultural awareness.
How does the author define the problem of "miscommunication"?
The author suggests that miscommunication often arises from a lack of cultural context (e.g., unfamiliar concepts like specific foods or seasonal changes) rather than a flaw in the language or teaching method itself.
What is "Babu English" and why is it significant?
"Babu English" refers to a specific dialect developed by clerks during the British Raj; it is significant because it highlights how English was adapted as an occupational jargon reflecting excessive politeness and complex, long-winded phrasing.
What is the "direct translation method" and its perceived negative effect?
It is the practice of translating literally from the mother tongue; the author argues it leads to semantic and schematic fallacies, as the grammatical structures and cultural contexts of the two languages often do not align.
What is the final conclusion regarding the future of English in India?
The author concludes that English must be taught with a focus on both linguistic accuracy and cultural facets, advocating for a reciprocal exchange between the Orient and the Occident to ensure heritage is not lost.
- Quote paper
- Sulagna Mukhopadhyay (Author), 2010, The Role of Native Culture and Language in an Indian L2 Classroom, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/180301
