Teaching and Learning of Languages in India with a Focus on English Languages

Abstract

Language teaching in general and English Language Teaching in particular is not a neutral activity rather it has a socio-cultural, political and economic dimensions because language is not neutral because it expresses and creates categories of thought that are shared by members of a social group and hence responsible for the attitudes and beliefs that constitute what we call culture.  As language is not neutral, it requires a careful planning at the social, national, and even international level. In any given society or nation the language planning is very closely associated with the ideological, economic and political requirements of the privileged group. This paper charts how English language teaching is determined not by the national or cultural identity rather by the specific requirements of the privileged sections that become synonymous with culture and nation therefore whatever suites to maintain their hegemony in all spheres is termed as national interest. Similarly the teaching of English in India is also not determined by any national and cultural interest as propounded by Indian upper caste scholars located in Indian and Western academic spaces rather it is motivated by the interests of the privileged castes and classes therefore whenever English language teaching and learning consolidates their hegemony they support English language teaching and whenever it seems to threaten their hegemony they oppose it.

This paper looks into the historicity of language policies along with the relationship between language, culture, ideology, and politics. Therefore, language is not just a means of communication rather it is a place for cultural politics that is why whenever a dominant language feels threatened by the growth of other languages, its speakers try to block other languages by raising laws against other languages.