LANGUAGE AND EDUCATION

1. LANGUAGE AND EDUCATION ‘Language is not everything in education but without language everything is nothing in education.’ (Wolff 2006) Ajit K. Mohanty Zakir Husain Centre for Educational Studies JAWAHARLAL NEHRU UNIVERSITY

2. Language as a Foundation of Education • Language Proficiency: The single most important predictor of success in Primary Grades • Primary education is essentially language education (PPIL) • 40% children in small towns, 80% tribal areas, and 18% children in urban schools cannot read in their own (PPE) • The “burden of languages” (as of all ducation) is the burden of incomprehension.(PPE) NUEPA: Lang & Ed.

3. INDIAN MULTILINGUALISM • 3372 MOTHER TONGUES (1576 listed, 1796 as ‘other’ languages) • 300 – 400 LANGUAGES • 22+1 OFFICIAL LANGUAGES • 87 LANGUAGES OF PRINT MEDIA • 104 FOR RADIO BROADCASTING • 81/41 IN PRIMARY EDUCATION (1970/98) • MINORITY LINGUISTIC GROUPS>20% in half of the Districts Relationship between Language, Power & Hierarchy: “Multilingualism of the Unequals” (Mohanty,2004) NUEPA: Lang & Ed.

4. Educational neglect of languages leading to: • Illiteracy & relapse to illiteracy • Poor educational performance • Subtractive language learning in forced submersion programs • High ‘push-out’ rate • Capability Deprivation & Poverty • Loss of diversity (see Mohanty, 2008 – focus on tribal children) NUEPA: Lang & Ed.

5. THE VICIOUS CIRCLE OF LANGUAGE DISADVANTAGE NUEPA: Lang & Ed.

6. WHY IS MT NECESSARY FOR QUALITY EDUCATION? • CHILDREN LEARN BETTER IN THEIR LANGUAGE • MT IS MOST COMPLETE/POWERFUL RESOURCE • MT REGULATES CHILD’S THOUGHT (LINKS HER TO FAMILY, COMMUNITY, NATURE & CULTURE) • CHILD MUST MOVE FROM KNOWN TO UNKNOWN, FAMILIAR TO UNFAMILIAR NUEPA: Lang & Ed.

7. Achievement in MT Medium Schools • Bodo children perform better in Bodo medium schools than in Asamese or English medium schools (Mohanty & Panda, 2009; Saikia & Mohanty, 2004) • Other Indian studies also show better performance in MT medium schools when SES differences are controlled (Mohanty & others: 2008;Nayak, 2007; Sema; 2008) NUEPA: Lang & Ed.

8. “ ….. maintaining everybody’s mother tongue(s), while learning additional languages is not only beneficial for the individual but also a prerequisite for ethnic groups and people to maintain themselves as groups which again is a prerequisite for cultural diversity”(TSK, 2000) Colin Baker (2006) Promotion of L1 & culture in classroom is beneficial Oracy & Literacy in L1 easily transfers to L2 Literacy in a minority language is an efficient route to biliteracy NUEPA: Lang & Ed.

9. Why must Indian Education be Multilingual? • Mother Tongue + Languages for regional & national communication + ILWC • MT → Regional Language → National Language → English • Meaningful participation in the wider democratic, socio-political, economic system • Empowerment NUEPA: Lang & Ed.

10. CLASSROOMS FOR KUI CHILDREN Does NCP, 2005 Address the Language Issues? “Bilingualism and multilingualism confer definite cognitive advantages” “…evolving strategies that use the multilingual classroom as a resource” “Home language(s) should be the medium of instruction in school” “It is imperative that we honour the child’s home language(s)” “Oracy and literacy will be tools for learning and for developing higher order communicative skills and critical thinking” NUEPA: Lang & Ed.

11. NCF (Ch. 3 on second language teaching learning) is focused on English. • Principles of MLE are conspicuous by their absence • NCF ignores the needs of children who must learn a minimum of 3 languages (minority language, state language, national language) for access to higher education in English. NCF: Some Contradictions NUEPA: Lang & Ed.

12. But in the case of Kendriya and Navodaya Vidyalayas, where Hindi and English are used from Class I, the practice may be continued. Multi-Grade Classroom Position Papers on Language Teaching: Bundle of Compromises • Mother & Other Tongue(s): Identity & Confusion • TLF (?) vs. “Minor, Minority & Tribal languages” • Mother-tongue(s) should be the medium of instruction all through the school, but certainly in the primary school. • But in the case of Kendriya and Navodaya Vidyalayas, where Hindi and English are used from Class I, the practice may be continued………Where qualified teachers and adequate infrastructural facilities are available, English may be introduced from the primary level…(if not), English • should be introduced at the post-primary stage NUEPA: Lang & Ed.

13. Mid-day Meal Timein an Ashram School Compromises…… • Even in English-medium schools, mother–tongues should be developed to function as media and to allow learners to switch from one medium to the other without a change of school. • The English teaching profession has consistently recommended a relatively late (Class IV, V, or VI) introduction of English, and this is reflected in spirit in policy documents. (PPE) • Four Types of EM Schools: Teacher Proficiency & English in environment : Both very high, high, low or very low NUEPA: Lang & Ed.

14. Compromises….. • “cognitive academic linguistic proficiency” (cf. Cummins 1979) as language and thinking skills that build on the basis of a child’s spontaneous knowledge of language. This is a goal of language education, and education through language. (This discussion has most often been in the context of language education in the mother tongue.)   • This transferability is one of the premises for recommending a relatively late introduction of English: that language-in-education proficiency, developed in the child’s own languages, would then naturally extend to a new language. NUEPA: Lang & Ed.

15. Compromises….. • Regardless of the particular class in which English is introduced (Class I–III or Class IV, or Class V–VI), the aim at the initial levels (the first, or first two years of English) is to build familiarity with the language (through primarily spoken or spoken-and written input) in meaningful situations, so that the child builds up a working knowledge of the language. • Multilinguality should be the aim in English medium as well as regional-medium schools. NUEPA: Lang & Ed.

16. The Politics & Economics of English • English & global market (the American cultural empire; McDonaldisation of world economy) • ELT as a global business • Costs and benefits of migration of knowledge workers • The global business of education (in English & in higher education) • The politics of language in school education & deception of communities • English in schools as a basis of social stratification (from Doon Schools to Doom Schools) (Mohanty 2006:277) ZHCES Seminar

17. English Medium Schooling:Fact and fiction • The Myth of English medium superiority: the issues of quality of schooling and social class • Research evidence – Indian studies questioning the EMI advantage: Mohanty1988, Srivastava et. al. 1990, Patra 2000, Nayak 2007, Sema 2008 and many others • When quality of schooling and SES differences are controlled EMI does NOT promote better classroom achievement • Whom does EM schools teach/cheat? How & why? ZHCES Seminar

18. Mother Tongue & other tongue in Education • MT medium schools promoting better education (overwhelming research evidence including Indian studies) • Languages in education and questions of identity & empowerment (Cummins, 2009) • But, is MT enough in India? ZHCES Seminar

19. The English Lollipop in Indian Education:The silent elites and voiceless minorities • Who do EM schools teach/cheat? • Why are not facts/research evidences recognized? • Prenatal English? Why not? ZHCES Seminar

20. English for ALL:Can we have the cake and eat it too? • Is English necessary and inevitable in Indian multilingual structure? ‘YES’ • Is earlier the better for teaching of English? ‘NO’(The language balloons and the balance effect theory) • Is early English better English? ‘NO’ • Can later English promote better English & how? • Is English a ‘killer language’ or Healer language? ZHCES Seminar

21. English and MLE for Social Justice • English in the MLE scheme • Promoting English for ALL • Democratizing English and distributing the privileges: Does EMI business support an egalitarian society? Rethinking duality/multiplicity in the system of school education • Democratization of quality of education vs. Democratizing English ZHCES Seminar

22. Mother Tongue or Other Tongue?Multilingualism vs. MT vs. English?Can we have our cake and Eat it too? Where are you?