Attitude towards English in Indian society today
1. Introduction Introduction
In my trips to India I had the chance to meet many people that, even if in very different contexts, showed a very positive attitude towards toward s English. Firstly, I notice that in both Northern India and Maharashtra, where Hindi is widely spoken, even when I addressed people in Hindi often they replied to me in English. Of course I considered the fact that my Hindi was not that good, and I also know that many Indians speak English with westerners to make a good impression or to make the conversation easier to the foreigner. But in many other occasions I noticed that some people tended to speak English even among each others. Simplifying a lot, my intuition was that villagers usually spoke their mother tongue, middle-class people coming from medium-big cities tended to switch code between Hindi and English, and upper-classes upper-classes people definitely definitely spoke English. English. If two plus plus two always equals four, speaking English in india must be a status symbol. It is from this first thought that my study starts. In preparing it many sources have been of great import importanc ance: e: manly manly books books and essays, essays, among among which which Vaish Vaish (2008) (2008),, Montau Montautt (2004) (2004) and Adami Adami (2012) were the most useful; You Tube Youtube videos and newspaper articles, whose references are available in the dedicated section of this paper; and eventually my personal experience. The purpose of this paper, thus, is to describe the status of English in India and especially the attitudes towards this language today. Firstly, a historical outline will clear how the English language had been introduced by the British administrators in India; how it became a tool of power; why, even after Independence, the new nation was not able to get rid of its use; and the following need of an effective language formula. Secondly, a description of the Three Language Formula policy and its actual application nowadays will be provided. After having highlighted some shortcomings of the above policy, I will give a glimpse on the presence of English in Indian education and in particular on the proliferation of English-medium schools. The last chapters will focus on the economic, political, and social reasons which lead English to gain more and more power in Indian society. Finally Finally,, after after a brief brief conclu conclusio sion, n, an append appendix ix with with two intervie interviews ws will will show show the opinions opinions of a high-class man and a middle-class man in this regard.
2. A historical outline
The beginnings of the British Colonization in India are usually considered to start around the 16th century with the arrival of the East India Company. The company rose to account for half of the world's trade, particularly trade in basic commodities that included cotton, silk, salt, tea and opium. In this context the first Indians to speak English were the so-called peons, that is to say the interpreters which acted as intermediaries between the British businessmen of the East India Company and the Indian agents, whose collaboration became official in 1600 by a Royal Charter issued by Elizabeth I. Over the years Britishers saw a massive expansion of their trading operations in India and the transformation of their business venture into a ruling enterprise. By the end of the 18th century British rule had been consolidated and it was being extended from the east coasts up to Delhi through the Ganges valley, and over most of Southern India territories. In this period of time a “civilizing” belief that England should help backward peoples towards greater refinement led to the “enrollment” of a discrete numbers of Indians in the British administration and to a particular interest in their education. The massive expansion of the English language took place especially between the end of the 18th and the first half of the 19th century with the establishment of English schools. As a result, the education process sought to achieve, as articulated by Thomas Macaulay, the growth of a class that was “Indian in blood and color, but English in tastes, in opinions, in morals and intellect”. Hence, it is clear how according to the British colonizers, Western-style education was a means to improve the quality of life of the individual, replacing local beliefs with British concepts. Western values had a strong impact on Indian culture, but this also gave input to the rise of an Indian Nationalist Movement. Indeed, the first pro-independence groups were formed by the educated indian Indian élite who spoke English, had adopted a western lifestyle and was able to communicate in an effective political language. After Independence, in 1947, the biggest problem was the definition and consolidation of both nation and national identity. The first step was to promote a common Indian language among the population: Hindi was the most spread language, at least in the North of the Country. In 1950 the Constitution established Hindi as national language, and English as official language until 1965. In these 15 years Hindi should take over the role of official language from English. As 1965 approached, in Tamil Nadu, non-Hindi speakers gathered in linguistic riots aiming to promote and maintain the use of English in India. In 1968, due to this opposition, Nehru, then Prime Minister of India, declared Hindi and English co-official languages.
Creating a sense of identity and belonging through a common language was a tough challenge for a young nation and needed an effective language policy.
3. The Three Language Formula
In order to remove linguistic inequalities among languages and their speakers, in 1956 the All India Council for Education established the Three Language Formula policy (which is usually considered to come into effect in 1968). According to TLF all school-going children will have their mother tongue or first language as medium of instruction until grade 5; a modern Indian language (or Hindi for non-Hindi speakers) and English are introduced in secondary school (Grades 6-10); university courses are mainly imparted in English. Though the aim of this Language in Education policy were to promote multilingualism and equality, it has was not applied perfectly everywhere yet. For instance, the teaching of Hindi is mandatory in every state of India except in Tamil Nadu, Tripura and the Kairakal region of Pondicherry. In the same way, the state of Bihar refused the teaching of English and the state of West Bengal that of Hindi. It is also noteworthy that in many states of northern India where Hindi is spoken Sanskrit is systematically chosen instead of a modern language. Moreover, if the TLF establishes the mother tongue as medium of instruction in primary school it is also true that non regional standard, tribal and minority languages, though children’s first language, are not taken in consideration.1 Though Vaish (2008) has been a valid source for the development of this study, despite his opinion, in the following chapter it will be clear how the establishment of the TLF is not sufficient to ensure the teaching of English in an egalitarian manner all over the subcontinent.
4. English in Education
Over the years, the role of the English language in the lives of people in India changed significantly. If until some time ago English education was an exclusive privilege of the élite, nowadays English medium schools are apparently accessible by all levels of society which equate it with good education. But, if as in other parts of the world the English taught should be that of British Standard English, the quality of teaching changes, especially from rural to urban areas and from a social reality to another.
1
See Vaish, Viniti, 2008, Biliteracy and Globalization English Language Education in India, Clevedon: Multilingual
Matters, pp.15-16.
In a BBC article published on November 27th 2012 by Zareer Masani entitled “English or Hinglish - which will India choose?”2, the authors states that his family’s maid in Bombay used to spend a third of her month salary to send her child to a so-called “Convent School” run by Catholic priests. When he visited the school he discovered that most pupils could hardly understand their medium of instruction and that the language they claimed to speak was “hard to identify as English”. The problem is twofold: firstly, many children who do not belong to upper class families do not speak English at home and, secondly, schools usually do not provide necessary basis on which students can learn communicative English. For these reasons students are usually bound to attend outside school courses, many of which are of dubious quality. On the other hand, as we have seen, parents push for an English-medium education but in many cases are illiterate or provided of a low level of education and are not able to distinguish a high level of English education from a low one.
3. Attitude towards English
Learning through a language which is not one’s mother tongue could result quite difficult and many would argue that in India this obsession for English is leading to a poorly educated population. *Pillalamarri Neverthless nevertheless, it is undeniable that English has always been accepted as the key to upward social and economic mobility. As a result, even in the rather unhealthy situation of the state education in India, however badly run English-medium schools are widely chosen for having better facilities and people who can afford the so-called Convent schools doubtless opt for these. This situation is not new as it is attested since 19th century when the difficulties to find a respectable occupation led the higher classes to study the English language in the hope it proved a qualification or a recommendation for employment.*Allen 1854 and many healthy Indians, even if Hindus, used to prefer missionary schools to government schools.3 As Bailey (1996) states “attitudes toward a foreign language are the most important predictors of learner’s success”4 and though in some context there is still a deep resentment against English, seen
2
See Masani, Zareer, 2012, English or Hinglish - which will India choose? Available at
http://www.bbc.com/news/magazine-20500312 .
3
See Chamberlain, W. I., 1910, “Educational Problems in India”, in The Journal of Race Development, Vol. 1, No.1,
p.119. 4
Bailey, Richard Weld, 1996, “Attitudes towards English: the Future of English in South Asia”, in Baumgardner, Robert
Jackson (ed.) South Asian English: Structure, Use, and Users, Urbana and Chicago IL: University of Illinois Press, p. 40.
as the principal tool used by the British rulers, the use of this language in India is not declining at all. This is not because it serves as a Lingua Franca, at least not at grass-roots grassroot level, and neither as a symbol of egalitarianism, for the reasons which have been mentioned so far: English is an actual symbol of power and prestige. A study conducted by Vaish 5 in government schools like RSKV (Rajkiya Sarvodaya Kanya Vidyalayas) shows how students not only associate English with wealth and higher education but also with an attractive and successful personality. They try their best to improve their proficiency and especially their communicative skills which, they perfectly know, are necessary for applying a good job.
4.Conclusion
Widely used by the India’s élite, bureaucracy and business, English has been and still remains the most powerful language in India. Despite many efforts and language policies, an egalitarian level of English teaching has not been reached yet. The vast majority of Indians do not understand or speak English and though this language is seen as a vehicle of economic growth, his its reckless use in every field of life often denies the average Indian to get the opportunities that a non-English speaker in another country would have access to. Many families try to remedy this problem by sending their children to English-medium schools but many of these are of dubious quality. Only children of relatively affluent families have access to high quality private schools and can aspire to a brighter future than that of their less lucky mates. Though on one hand many will argue that education in a foreign language can be a waste of time and resources6 on the other hand the attitudes toward English will hardly change, especially in a country like India.
5
See See Vaish, Viniti, 2008, Biliteracy and Globalization English Language Education in India, Clevedon: Multilingual Matters, pp.76-90. 6
See Pillalamarri, Akhilesh, 12 Jul 2014, “Why India Must Move Beyond English”, The Diplomat.
Appendix: Interviews
Interview no. 1, Sameer Gupta. 34 year old. Company's owner.
What kind of school did you attend?
I attended a private school called ModernVasant Modern Vasant Vihar. Was it an English-medium school?
Yes, all subjects were taught in English. Why did your parents choose for you an English-medium school?
Well, we speak English in my house. Anyway education standard is higher. Plus my parents went to all English schools as well. They have always had higher level of education and have mostly kids from good families. What do you mean with “good families”?
Schools with English language vary, as people today put their kids in school where people are from similar background, for example business families choose different schools to high level government officials. Did you study abroad too?
Yes, I studied at Pepperdine University in Malibu, California, USA. Four years for under-graduation in Business Economy and Finance. Have you got a post-graduation?
No, I am supposed to go to Columbia University for a Master of Science in Construction Management but can't take the time off walk work. Do you speak and read Hindi?
We had one subject through school till grade 10 which was Hindi. It's a requirement by schools in India. I'm not very good at reading it. It takes me forever to read a sentence, I've always read in English I guess. Never Hindi. Unless I have to...but then I get it read to me by my staff! Do you ever switch to it while talking?
Well, I don't usually but a lot of people do as they come from homes where they primarily speak Hindi at home. Most of my family doesn't though. Why to speak English rather than Hindi or another Indian language?
Well, it depends on what you're used to. My family was a very big family even when the British were ruling India. So the primary language was English. Most of their Education was in schools run by the British. Plus English is the only common language we have through India. As when I go to the southern part I can't communicate in any other language.
Do you think that speaking English may elevate the perception people have of your social status?
Well, I don't think of it like that. But does change the way you perceive someone. So I guess yes, it does elevate it. But it does so subconsciously and not intentionally. Don't you think it's weird that speaking a language which is not “native” of your own nation does this kind of effect on people?
Well, it is actually the native language as it's the only common language have we. India was originally different kingdoms with different languages (…). Before the British there was no India. Technically. Plus I would assume that people who speak English have got a better form of education. Before you said that you are not good in reading hindi and let your staff read it for you...
My office staff, my house staff can also read English. Does you house staff understand English?
Yes, most of them, but only a little. Some are pretty good. Plus all drivers need to know English as the signs are in English. Are they from low cast lower caste?
All vary. Sweapers Sweepers are from the lowest. But I have people who are Brahmins also. But the cast caste system really holds in the lower class the ones with the most constricted financial means. Not so much in the upper and middle. So they did not have a good education...
No, some of them don't have any form of education.
Interview no. 2. Saad Bin Akhlaq. Software Developer. What is your mother tongue?
Hindi. What language do you speak at home, with your family?
Well, it's not completely Hindi...it's more of a mix among Hindi, Urdu and English. What kind of School did you attend and where?
Well, I went to Abu Dhabhi Abu Dhabi at the age of four, there I attended an Indian school and back in India I attended a missionary convent school. Then I went to Delhi to prepare for engineering competitive exams. After engineering I took another competitive exam for master degree.I qualified that my rank was 650 among other 54000 candidates, then I went to BHU for master degree.
Were they all English-medium Schools?
Yes. Who choose an English-medium school for you and why?
My parents. Most higher studies are in English. Do you think speaking English elevates the perception that people have of one's social status?
Well for example if you go to a restaurant in India like a place which is high end. There even the waiters would speak English and even if you reply in hindi they would still speak in English. I mean no one says directly on your face, but you do get stares . Like you are uneducated. What do people mean in India when they say that someone who doesn't speak English is "not educated"?
The thing is that most people in cities in India go to English-medium schools And and the student who are not good at studies are also not good at English so that is one of the reasons for this perception. But one shouldn't just judge. I think if you don't know good English then speak hindi.
