International Journal of Scientific and Research Publications, Volume 4, Issue 5, May 2014 1

ISSN 2250-3153
www.ijsrp.org
A Brief History of English Language Teaching in India
M.Vijayalakshmi
*
, Dr. Manchi Sarat Babu
**


*
Assistant professor of English, DBS Institute of technology, Maddurupadu, Kavali-524202, Nellore(dt), Andhrapradesh.
**
MA, PGDTE, PhD, Retired Principal of Government Degree College.

Abstract- English is a widely spoken language today. It has often
been referred to as global language, the lingua franca of the
modern era and currently the language most often taught as a
second language around the world. English in India is used not
only for communicating with the outside world, but also for
inter-state and intrastate communication. Because of the great
ethnic and linguistic diversity found within our nation, English
acts as an indispensable link language. With the Information
Technology revolution and most software and operating systems
being developed in the English language, a new utility for written
and oral communication in the English language has emerged.
English is said to be the worlds most important language having
communicative and educative value. English is used all over the
world not out of any imposition but because of the realization
that it has certain advantages.

I ndex Terms- ELT in India, ELT in pre-colonial period, colonial
period, post colonial period.

I. INTRODUCTION
anguage which has been considered mans most remarkable
achievement, is so much a part of our lives, like the air we
breathe, that very often we take it for granted and as often are not
aware of its characteristic features. Language is a system.
English has a status of associate language, but in fact it is the
most important language of India. After Hindi it is the most
commonly spoken language in India and probably the most read
and written language in India. English in India is used not only
for communicating with the outside world, but also for inter-state
and intrastate communication. English symbolizes in Indians
minds, better education, better culture and higher intellect.
Indians who know English often mingle it with Indian languages
in their conversation. It is also usual among Indians to abruptly
move to speak fluent English in the middle of their
conversations. English also serves as the communicator among
Indians who speak different languages. English is very important
in some systems legal, financial, educational and business in
India.

II. ENGLISH IN INDIA
Officially English has a status of assistant language, but in
fact it is the most important language of India. After Hindi it is
the most commonly spoken language in India and probably the
most read and written language in India. Indians who know
English will always try to show that they know English. English
symbolizes in Indians minds, better education, better culture and
higher intellect. Indians who know English often mingle it with
Indian languages in their conversations. It is also usual among
Indians to abruptly move to speak fluent English in the middle of
their conversations. English also serves as the communicator
among Indians who speak different language. English is very
important in some systems legal, financial,
educational, business in India. Until the beginning of 1990s,
foreign movies in India werent translated or dubbed in Indian
languages, but were broadcast in English and were meant for
English speakers only. The reason Indians give such importance
to English is related to the fact that India was a British colony.
When the British started ruling India, they searched for Indian
mediators who could help them to administer India. The British
turned to high caste Indians to work for them. Many high caste
Indians, especially the Brahmans worked for them. The British
policy was to create an Indian class who should think like the
British, or as it was said then in Britain Indians in blood and
colour but English in taste, in opinions and morals and intellect.
The British also established in India universities based on British
models with emphasis on English. These Indians also got their
education in British universities. The English Christian
missionaries came to India from 1813 and they also built schools
at primary level for Indians in which the language of instruction
was local language. Later on the missionaries built high schools
with English as the language of instruction which obliged the
Indians who wanted to study to have a good knowledge of
English. The British rulers began building their universities in
India from 1857. English became the first language in Indian
education. The modern leaders of that era in India also
supported English language and claimed it to be the main key
towards success. Indians who knew good English were seen as
the new elite of India. Many new schools were established in
which the language of instruction was English. According to the
British laws the language of instruction at university level was
English and therefore schools that emphasized English were
preferred by ambitious Indians. Even after Indias independence,
English remained the main language of India. Officially it was
given a status of an assistant language and was supposed to
terminate officially after 15 years of Indias independence, but it
still remains the important language of India.

III. PRE-COLONIAL PERIOD
The English language came to India in the 17th century with
the East India Company. It was formed to conduct trade with
India and other countries in the east. Initially the Britishers tried
to learn Indian languages to communicate with Indians. They
started special colleges for this purpose. They also took the help
of the translators. But when their political powers increased, they
created the British Indian provinces like Bengal, Madras and
Bombay. So the English traders gave more importance to English
L
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ISSN 2250-3153
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rather than to Indian languages. Some missionary institutions
taught English to Indians.
The East India Company took the responsibility of the
educations of the Indians. The Indians were also realizing the
importance of the English language. As A.P.R. Howatt notes:
By the 1830s the Indian middle classes were becoming very
demanding. They realized that English was the language required
for a secure future in a government job, so why was English not
taught in the secondary school? Private schools offering this
service were already doing good business, particularly in
Calcutta. The state was set for the first big moment in the
imperial history of English language teaching.
Meanwhile some movements were started by Raja Ram
Mohan Roy to introduce western scientific education through
English. He wanted to replace traditional Sanskrit and Persian
teaching. To take a decision on the issue, a committee was
formed. Lord Macaulay was the chairman of this committee. He
advocated English as the medium of instruction in the place of
Sanskrit and Persian.
Lord Macaulay wanted to make the people Indian in blood
and colour but English in taste and opinion. He thought the
members of this class would spread their knowledge through
English. Macaulays purposes were: i) to create the dominance of
British culture over the Indians and to have the control over the
minds of the Indian people through English. ii) to train Indians
and make them fit for the employment. The British Government
gave preference in jobs to the Indians who had the knowledge of
English.
A number of Indian students found poetry, drama and other
writings difficult to get their degrees. Meanwhile many new
colleges and universities were formed. The system of English
education founded on English literature continued till the
independence.

IV. COLONIAL PERIOD
India got the independence and the Indian government had to
decide its policy towards English. They decided to make Hindi
the official language. Regional languages were given the status
of national languages. Certain states insisted to make English the
associate official language. Universities and schools were
increasing rapidly in India. Some of the people from the
neglected society also came forward to learn English. English
was not limited to a few elite schools and colleges. But there
were complains about the standards of English. The government
appointed many commissions to improve the standard of English
in schools and colleges. All these would cut us off from the
living stream of our growing knowledge.
The Secondary Education Commission emphasized the same
in a similar tone:
Commissions reaffirmed the importance of English. For
instance, University Education Commission says:
English, however, must continue to be studied. It is a
language which is rich in literature humanistic, scientific and
technical. If under sentimental urges we should give up English,
it
The present position of India in the international sphere is
partly due to the command that educated Indians have acquired
over English. Many eminent educationists and scientists have
therefore, expressed the opinion that under no circumstances
should we sacrifice the many advantages that we have gained by
the study of English.
In 1958 The Central Institute of English was started in
Hyderabad. Regional institutes were established in Bangalore
and Chandigarh. But nobody tried to change the literature based
system of English. English was studied mainly for education and
administration. But because of the revolutionary developments in
science, technology, travel, trade, communications and
entertainment, English got a new role as the international
language of communication. Nowadays it is necessary to learn all
the four skills of listening, speaking, reading and writing English.
English teaching has remained unchanged for nearly 150 years,
new developments are taking place worldwide in the methods of
teaching and learning English. These developments have affected
the English language teaching in India also. Previously, English
was taught from fifth standard in the non-English medium
schools of Maharashtra. Now it is taught from the first standard
even in the non-English medium schools. In the past the syllabus
was literature based but now it is skill-based. Earlier the
evaluation system centred on the written skill only, from the year
2006-07 the oral test is introduced in the secondary and higher
secondary schools. People are aware of the importance of
English. They are interested in learning the spoken English.
As a result, various courses are developed for teaching
spoken English. The use of Language Laboratory and Computer
Assisted Language Learning (CALL) has created new changes in
the teaching of English. The audio cassettes and CDs are being
used on a large scale to learn the spoken language. Various
software of English teaching are developed and used by a
growing number of people. There are many private institutions
that run the courses of spoken English. Especially in big cities
the language trainers are helping the learners to acquire the
required proficiency over the communicative skills in general
and the spoken skills in particular. Now Television channels are
also working towards improving spoken English. NDTV Imagine
is running a programme Angrezi Mein Kehte Hain. All of them
cannot be termed as cheap. Dr. Deepti Gupta rightly says:
The irony of situation is that while academicians label these
learning centres shops or commercial institutes it is these
establishments that are a major influence behind the changing
face of the ELT paradigm in India.

V. ENGLISH LANGUAGE TEACHING IN POST COLONIAL
PERIOD
Teaching English as a tool for communicating the story of
Jesus has a long history. Missionaries have vehemently differed
from one another about its usefulness as a tool for this purpose.
Even as English contains excellent Christian literature, it also is
home for secular literature. Secular Humanism found its way in
many lands through the learning of English language and
literature. Its ennobling characteristic as a tool and purveyor of
culture, the scientific knowledge it opens up for those who learn
it, the ease with which one could transact business using it, all
have more or less overshadowed the deep Christian foundation
upon which the language, literature and culture is built.
Aided by the influence of secularism, many Christian
teachers of English have more or less abandoned the Christian
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program while teaching English. Ethics and morals portrayed in
literature were interpreted not as emerging from the Christian
base but from universal humanism. English is still pregnant with
Christian metaphors, idioms and set phrases, which cannot be
wholly understood and used without a grasp of the underlying
Christian message.
Perhaps because of the reason last mentioned, most nations
have embarked upon a process of textbook contextualization
when it comes to teaching English. The original pieces of writing
by the native speakers of English are sought to be replaced by the
writings of the nationals who are masters of English prose and
poetry. In their creative writing, metaphors, idioms, and set
phrases from the national languages, which imply local culture
and religion, are more freely used. Translations from the local
tales are more frequently substituted for tales from Europe. In
addition, government-inspired documents on ideology become
part of the textbook. Nations (and individuals) want to
appropriate English as a language minus the culture and religion
it represents and communicates.
Even as the goals of English teaching and learning are being
continually redefined, you should remember that English would
not be taught solely by the native speakers of English in many
nations. Some countries like India, Pakistan, Nepal, Bangladesh
and several African nations have provided for the teaching of
English mainly through their nationals. Some countries like
Japan and China open their doors to more number of native
speakers of English to teach English.

VI. ENGLISH IN EDUCATION
English is the state language of two states in Eastern
India, Meghalaya and Nagaland. It is the main medium of
instruction at the post graduate level, and it is taught as a second
language at every stage of education in all states of India.
In India, as in other linguistically and culturally pluralistic
societies, the position of English is determined by various
political, cultural and social considerations (Kachru, 1986b p.15:
11-30) sees primarily three questions which continue to be
discussed. The first question concerns the position of English in
early and in higher education. The second question is concerned
with the roles of the regional language Hindi and English. The
third question deals with the model of English presented to
Indian learners, and how that presentation can be made uniformly
and effectively. The government of India has primarily been
concerned with the first two questions, which are directly related
to language planning at both the national and state levels. There
are, as yet, no acceptable answers to any of those questions
(Kachru, 1986b p. 15:11-30.)
The three language formula was developed for the
educational load to be fairer, to promote national integration,
and, to provide wider language choice in the school curriculum
(Srivastava, 1990 p.37-53) according to the formula; people from
non-Hindi areas study their regional language Hindi and English
and another language. Although the formula sounds fine in
theory, practically it has proved to be a failure in India as a
whole, since it has not been followed in practice. Hindi states
didnt enforce the curriculum, and the anti-Hindi DMK
government in madras removed all teaching of Hindi from
schools in Tamilnadu. Thus in India, there is a great number of
sociolinguistic pressures influencing the development of
language education, Spolsky (1978 p. 87-136) has stated that the
language policy of the school system is both a result of the
pressures and a source of pressure itself. He, too claims
education to be the strongest weapon for enforcing language
policy, listening the following pressures to have an effect on
language planning in a society, family, religion, ethnicity,
political pressures, cultural pressures, economic pressures, legal
pressures (lack of the official language can often become the
basis for discrimination), military pressure (desirability to use
one common language) (Spolskey, 1978).
Effective learning takes place only when the learner is able to
communicate fluently both in writing and speaking and is able to
use English for library purposes. In this context, Mahajiteswar
Das holds a different view saying that teaching English as a
library language was not beneficial in terms of providing job
opportunities because the students who learn to use English only
as a library language are less competent than the students who
acquire competence in all the four skills of English language.
Therefore, according to Mahajiteswar Das, it is necessary to
develop all the language skills in order to improve
communication skills (Indira, M.2003:4).
Mark Tully (1997: 51(2) 157-164) points out that the elitist
status of English in India creates problems for the economic
development because that means that the education of the mass
of people will be ignored. He argues that the solution for the
situation would be that the spread of English throughout India
would be encouraged. So that it would become a genuine link
language of the country, not just, as it is at present, the link
language of the elite.

VII. CONCLUSION
Therefore, English has been considered as a major foreign
language in India since independence. As the world is getting
globalized, there has also been a sense of English as a global
language, not just a language of the USA or the UK. Although
English was considered as a major foreign language in India,
Indians in different contexts are more likely to have witnessed, or
experienced benefits of having more competence than before.
These changes in the functions and benefits have brought about
change in the status of English from that of a foreign language to
a global language. In the of field English language teaching is
growing day by day in India because of good and dedicated
researchers have contributed something to English language
teaching and moreover number of linguists have made footprint
in the field of applied linguistics.

REFERENCES
[1] Indira, M. (2003). The suitability of course book in Engineering Colleges
for developing communication skills: A study. Dissertation of M.phil. in
English. Hyderabad: Central Institute of English and Foreign Languages.
[2] Kachru, Braj B, (1986b), English education in India: a sociolinguistic
profile of Indian English, Nagoya Gakuin Daikagu Gaikokugo Kyoiku Kiyo
No. 15:11-30.
[3] Spolsky, R, (1978), Educational Linguistics: an Introduction. (Rowley,
Mass: Newbury House).
[4] Srivastava, A.K, (1990), Multilingualism and school education in India:
special features, problems and prospects, In Pattanayak.
International Journal of Scientific and Research Publications, Volume 4, Issue 5, May 2014 4
ISSN 2250-3153
www.ijsrp.org
[5] Macaulay, Lord. (1935). Speeches by Lord Macaulay with his Minute on
Indian Education. (Oxford: Oxford University Press).
[6] Mark Tully, (1997), English: an advantage to India? In ELT Journal.

AUTHORS
First Author M . Vijayalakshmi, Assistant professor of
English, DBS Institute of technology, Maddurupadu, Kavali-
524202, Nellore(dt), Andhrapradesh
Second Author Dr. Manchi Sarat Babu, MA, PGDTE, PhD,
Retired Principal of Government Degree College.