CHAPTER II Final
CHAPTER – II Title
2.0 Introduction
The extent and expansion of the present study English in India make it one of the colossal magnitude and power. So many teachers are engaged in the task of teaching English. In the same way, many students are also enrolled at various levels of schools, and almost all, or many of them, want to learn English. Some of these students try to learn English as a second language for many years, starting at the stage of UKG or 5th (from UKG in EM schools, from fifth onwards in TM schools) standards:
2.1 Is English education meant for only people other than Indians?
The colonial rulers appear to have been clearer in their aims and objectives and were more realistic in the implementation of their programmes. Before 1800, East India Company(EIC) imparted English education to only the children of the EIC and of Anglo-Indians. Only by the end of eighteenth century were the British able to bring the Indian sub-continent under their control and the EIC paid very little attention to education in India.
Charles Grant, considered to be the Father of Modern English Education in India, suggested in 1792: “By planting our language, our knowledge, our opinions and our religions in our Asiatic territories, we shall put a great work beyond the reach of contingencies. We shall probably have wedded the inhabitants of those territories to this country” (cited in: Teaching of English, N. Krishnaswami 2003:8).
Charles Grant recommended the dissemination of Europe literature among the people of India through the medium of English. He had correctly visualized the eagerness of Indian people to learn the English language and predicted that a large number of young people would flock to the English schools, in course of time, to be teachers of English.
Grant’s suggestion was accepted later by the Government of William Bentinck, whose mouthpiece was Thomas Macaulay. It was the famous
2.0 Introduction
The extent and expansion of the present study English in India make it one of the colossal magnitude and power. So many teachers are engaged in the task of teaching English. In the same way, many students are also enrolled at various levels of schools, and almost all, or many of them, want to learn English. Some of these students try to learn English as a second language for many years, starting at the stage of UKG or 5th (from UKG in EM schools, from fifth onwards in TM schools) standards:
2.1 Is English education meant for only people other than Indians?
The colonial rulers appear to have been clearer in their aims and objectives and were more realistic in the implementation of their programmes. Before 1800, East India Company(EIC) imparted English education to only the children of the EIC and of Anglo-Indians. Only by the end of eighteenth century were the British able to bring the Indian sub-continent under their control and the EIC paid very little attention to education in India.
Charles Grant, considered to be the Father of Modern English Education in India, suggested in 1792: “By planting our language, our knowledge, our opinions and our religions in our Asiatic territories, we shall put a great work beyond the reach of contingencies. We shall probably have wedded the inhabitants of those territories to this country” (cited in: Teaching of English, N. Krishnaswami 2003:8).
Charles Grant recommended the dissemination of Europe literature among the people of India through the medium of English. He had correctly visualized the eagerness of Indian people to learn the English language and predicted that a large number of young people would flock to the English schools, in course of time, to be teachers of English.
Grant’s suggestion was accepted later by the Government of William Bentinck, whose mouthpiece was Thomas Macaulay. It was the famous