Language Learning and the Indian Education System: Does the Indian Education System Steer Students Away from Language Learning and Acquisition?
DOI:
https://doi.org/10.55121/card.v4i2.257Keywords:
Language Development, Language Learning, Education, MultilingualismAbstract
The development of language is a pivotal process in human beings. While the terms ‘language acquisition’ and
‘language learning’ are used interchangeably—they are vastly different—and work together to facilitate language development. Looking at multilingual societies, research diverges in two directions: one side states that multilingualism in the educational sphere can aid conscious language learning and the other that it can restrict the same. India’s case is interesting—although a majority of the population is at least bilingual, with most being able to speak three languages— this ability appears to be a result of environmental factors more than it does of the educational system, even though the latter actively promotes multilingualism. This paper analysed the Three-Language Formula (TLF) which is the basis of the Central Board of Secondary Education’s (CBSE) curriculum in India, as well as the teaching strategies in schools using a comprehensive secondary research methodology. It was found that while the policies in place are cognitively beneficial for students, considering simultaneous instruction of language is used, it is their inconsistent implementation through teaching methodologies that steers students away from further language learning. It is necessary that a shift is made away from the hierarchical treatment of languages through unregulated teaching practices and towards real-world multilingualism, which provides equal support for each language in the subcontinent.
References
[1] Campbell, R.N., Wales, R.J., 1970. The Study of Language Acquisition. In: Lyons, L. (ed.). New Horizons in Linguistics. Penguin Books: London, UK. pp. 242–261.
[2] Krashen, S.D., 1981. Second Language Acquisition and Second Language Learning. Oxford University Press: Oxford, UK.
[3] Nagarajan, R., 2018. 52% of India’s urban youth are now bilingual, 18% speak three languages. Available from: https://timesofindia.indiatimes.com/india/52-of-indias-urban-youth-are-now-bilingual-18-speak-three-languages/articleshow/66530958.cms (cited 7 December, 2024).
[4] Office of the Registrar General & Census Commissioner, India. 2011. C-17: Population by bilingualism and trilingualism, India. Available from: https://censusindia.gov.in/nada/index.php/catalog/10262
[5] Bak, T.H., 2016. The impact of bilingualism on cognitive ageing and dementia. Linguistic Approaches to Bilingualism. 6(1/2), 205–226.
[6] Mohanty, A.K., 2006. Chapter 13. Multilingualism of the Unequals and Predicaments of Education in India: Mother Tongue or Other Tongue?. In: García, O., Skutnabb-Kangas, T., Guzmán, M.E.T. (eds.). Imagining Multilingual Schools: Languages in Education and Glocalization. Multilingual Matters eBooks: Bristol, UK. pp. 262–283.
[7] Mohanty, A.K., 2013. Multilingual education in India. In: Chapelle, C.A. (ed.). The Encyclopedia of Applied Linguistics. Wiley-Blackwell: Chichester, West Sussex, UK.
[8] Aggarwal, K.S., 1988. English and India’s Three-Language Formula: An empirical perspective. World Englishes. 7(3), 289–298.
[9] Srinivasan, V., 2019. Language and education: Challenges of the three-language policy in India. Asian Law and Public Policy Review. 4, 66–76.
[10] Pal, Y., 2005. National Curriculum Framework 2005. Available from: https://ncert.nic.in/pdf/nc-framework/nf2005-english.pdf (cited 13 December , 2024).
[11] Mallikarjun, B., 2001. Language(s) in the school curriculum: Challenges of the new millenium. Language in India. 1(4).
[12] Ravi, A., Rajnish, P., Ritu, D., et. al., 2019. The changes in education policies and its effects on students. International Journal for Environmental Rehabilitation and Conservation. X(1), 50–58.
[13] Festman, J., 2020. Learning and processing multiple languages: The more the easier? Language Learning. 71(S1), 121–162.
[14] Carlson, S.M., Meltzoff, A.N., 2008. Bilingual experience and executive functioning in young children. Developmental Science. 11(2), 282–298.
[15] Bialystok, E., Martin, M.M., 2004. Attention and inhibition in bilingual children: Evidence from the dimensional change card sort task. Developmental Science. 7(3), 325–339.
[16] Abdullaeva, G., Bafayeva, Z., 2024. The benefits of learning multiple languages simultaneously. Models and Methods in Modern Science. 3(7), 44–48.
[17] Berens, M.S., Kovelman, I., Petitto, L., 2013. Should bilingual children learn reading in two languages at the same time or in sequence?. Bilingual Research Journal. 36(1), 35–60.
[18] Singh, N., 2021. Teaching of French in CBSE schools of Varanasi in India. Shodh Sarita. 8, 10–15.
[19] Lindholm-Leary, K., 2012. Success and challenges in dual language education. Theory into Practice. 51(4), 256–262.
Downloads
How to Cite
Issue
Section
License
Copyright (c) 2024 Prutha Pimpalgaonkar , Garima Rajan
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Make a Submission