chapter - ii text and pedagogy in english language...
TRANSCRIPT
CHAPTER - II
TEXT AND PEDAGOGY IN ENGLISH LANGUAGE "TEACHING
In view of the important place that English occupies
in the Indian situation, evaluation of texts to establish their
suitability is very important because texts are the pivot around
which the entire pedagogy is built. This is more so in the large
classroom situation like the one that prevails in our country
where inappropriate texts can frustrate all the efforts of the
teacher and the learner.
Though the position of the text is fluid all over the
world, it is more complex in India because of the frequent
policy changes. The last fifty years, for instance, have seen
several changes in the syllabi. These have been more marked in
the case of study of languages, as, for reasons other than
education, during India's colonial phase, languages carne to be
used for "strife and confrontation among interest groups"
(Pattanayak 1977:2) leading to major, and often unmotivated
policy changes. "The alien administrators viewed English from
the point of administrative convenience and creating a cadre of
interpreters between the ruler and the ruled" (Pattanayak 1977:48).
61
Since Independence, as a result of the basic debate as
to whether English should continue to occupy the same place or
its place be taken by a national language or regional languages,
the common pattern for the compulsory study of English has been
broken resulting in the emergence of several patterns. The attempts
to have a uniform policy as spelled out in the three-language
formula for the country have lacked uniform implementation.
Thus there is absence of unanimity about some fundamental
propositions: whether English is to be taught at all; what is the
relationship of English to the mother tongue; for how many years
must English be taught and beginning with which class; what should
be the weightage of English from year to year in the school
curriculum. This absence of unanimity is due to the fact that no
clear answer can be given to any of the questions unless and
until the role of English in the national polity is clearly defined.
As a matter of fact we observe a wide disparity in all these
aspects in the pan-Indian spectrum from State to State.
One consequence of this fluidity over the last 30-40 years
has been a dilution of the standards of English teaching and
learning. This has proved to be a serious matter because of its
repercussions at all levels of education. It has resulted in
uneven teaching of English at the school stage thereby making
its study, by and large, purposeless without any definition of
- 62 -
the objectives of instruction. Some schools have totally abolished
it while in some the years of English study vary from 2 to 7,
while in still snme others it is the medium of instruction.
Consequently. some students have excellent command over the
language though the large majority is only of those with a poor
command or no command at all. On the other hand, at the level of
higher education the study of English is obligatory. This is
more so in the areas of professional and technical education
like Engineering, Medicine and Technology or even Law. All this
creates an excluding effect - a large number of bright young
Indians remain excluded from higher, technical and professional
education.
In modern studies in sociology, wherein power structures
are analyzed, it is found that social control is exercised by
those classes of society which have access to goods and services.
In developing countries education as a form of goods and services
is a very important instrument of power. So the uneven teaching of
English in schools and English as the sole medium of instruction
in higher education has the effect of restricting power to the
elite class.
In the pursuance of our democratic goals and in the
interest of equal oooortunities to all. it is necessary that the
teaching of English be strengthened in every respect. Only then
63
will it be possible to correct the social limitation that is
inbuilt into the system. For this a beginning needs to be made
at the school stage so that by the school leaving stage the
students' English proficiency does not become a limiting factor
in the openings for him in higher studies~
This calls for greater attention to be paid to the choice
of texts for several reasons: it is the cheapest aid of education;
it is around the text that all teaching practices are developed
and built; the student relies on the text and the teacher works
with the text. Besides, in a poor country like India where other
teaching aids cannot be widely made available and where teachers
cannot be expected to make their own teaching materials, the
text remains important. The assumption behind the selection of
the text is that the right text is closely related to the success
or failure of language education.
However, a review of the last 50 years of English teaching
and learning would show that during these years the role of
English has been diluted. The review is carried out on the basis
1 of the syllabi of one of the thirty-one Boards of Secondary
1The information regarding the number of Boards is provided in COBSE (Council of Boards of Secondary Education in India).
64
Education in the country today, viz., Central Board of Secondary
Education, New Delhi.2
In retrospect it appears that there has been a significant
redefinition of goals in which the number of language choices
and the weightage given to English has exhibited, quite under-
standably, a movement from an overwhelming stress or focus on
the study of languages and English, in particular, to a shifting
of the focus away from languages. Thus there has been a reduction
in the study of languages in general and English in particular.
Over the years, we discern a decreasing weightage and dilution
in the focus on English relative to other languages and the
overall curriculum with an increase in the number of subjects
for study, other than languages. As a heuristic policy, we are
looking at the syllabus in six stages by examining the syllabus
of the final year of schooling every ten years beginning 1936.
2A review of this Board is considered representative since even though today its concentration is on schools in Delhi, it originated in 1929 as the Board of High School and Intermediate Education, Rajputana including Ajmer-Merwara, Central India and Gwalior. Later in 1947, -Rajasthan and in 1950-51 Madhya Bharat dropped out of its membership. The Board was renamed Board of High School and Intermediate Education, Ajmer, Bhopal and Vindhya Pradesh after the States under its jurisdiction. In 1952, the Board got its present name and gradually it was empowered to extend its services to various educational institutions throughout the country and even abroad.
65
Table 1 on pages 66 to 69 shows the change in focus -
from an almost exclusive stress on language, we see gradually
the inclusion of other subjects with the total weightage then
distributed over all the subjects, thereby reducing the weightage
given to English.
3 At each of the six stages chosen for analysing the
syllabi we note under separate columns the Compulsory (C) and
Optional (0)/Elective (E) subjects, of study. Further, in the
Optional/Elective subjects the maximally possible languages that
a student can opt for are recorded. The striking features are:
one, a gradual reduction in the status of English from a compulsory
language to a language for optional study inspite of the conti-
nuance of English as an official language, and two, the varying
pattern of language choice at times between the All-India and
Delhi schemes (as in 1966 for instance), thereby reflecting
diversity in courses prescribed by the same Board of examination.
3various streams of examination have been considered under each of the six stages. The High School examination took place at the end of ten years of schooling; the Higher Secondary, both under the Delhi and All-India schemes, at the end of eleven years of schooling; and the current Senior School Certificate examination takes place at the end of twelve years of schooling.
YEAR & EXAM.
1936 High School
1946 High School
1946 Hr. Sec:
1959 Hr. Sec.
66
Table 1
Subjects of Study in the CBSE Syllabus
1
English (C)
English (C)
English (C) (Internal examination in one paper in M. I .L. or English, in case candidates mother tongue is not offered as one of the M. I .L.s)
English (C)
SUBJECTS OF STUDY
2
Maths./Arith. & Dom.Sc. (C)
Maths. I Ari th. & Domestic Science (C)
Maths)Lower Maths.(C) (An additional subject has to be taken in case Lower Maths. is studied)
M.I.L./Addl. subject. (if mother-tongue not offered under M.I.L.)(C) (Qualifying Hindi if Hindi not studied under M. I • L .)
3
A Classical lang/French (0)
An Indian Vernacular (C)
A Classical language (Sanskrit, Arabic or Persian)(C)
A classical language(O)
1936 to 1986.
4
All India Vernacular (0)
A Classical language/ An Indian Vernacular (0)
M. I.L. (0)
One optional
subject(O)
5
One optional subject (0)
One optional subject (0)
One optional subject (0)
*The 1959 syllabus has been studied in lieu of 1956 which is non available.
6
Table 1 contd.
1966 Hr. Sec.
1966 All India Scheme
*
English (C)
Lang.at * Higher level (MIL.,Foreign langs. ,Sanskrit but not English) (C)
or
Lang.at lower level (Only one tested for external exam. & one of the langs. has to be Hindi
MLL/Addl. subject( If Hindi not studied under MIL, Elementary Hindi) (C)
English (C)
67
A Classical lang. (0)
One optional subject(O)
Any two from the following: (0)
(a) A classical lang. (b) M.I.L. (c) Eng.Lang. & Litt.
One optional subject (0)
One elective subject (0)
Elem.Maths & Gen.Sc.or Soc. St. & Indian Culture & Civilization + One Craft(C) (For internal exam. only)
Languages at Higher level were Assamese, Arabic, Bengali, English, French, German, Gujarati, Hindi, Kannada, Marathi, Malayalam, Oriya, Punjabi, Russian, Sanskrit, Sindhi, Tamil, Telugu, Urdu.
68 Table 1 contd.
1976 Hr. Sec.
1976 AllIndia
Lang. at * Higher level (C) Lang. at lower level-L2 Lang.at lower level-L3
A Classical lang.(O) (Sanskrit, Arabic or Persian)
M.I.L.-- One elective different subject(O)
(L2 & L3 for Int. exam.) (One of the langs.must be Hindi( If 2 langs.studied, on~ at Higher level as compulsory and one as elective subject, L2 study not required.
from compuls-ory subject(O)
Lang.~t Higher level* (C) Lang.at lower level-L2
(1) A Classical language
with emphasis on literature-Sanskrit, Arabic or Persian
Lang.at lower level-L
3 (2) MIL with emphasis on literature--Assamese,
(L2 & L3 for B 1 . G . . K h . ·. · I t )
enga 1, uJarat1, as m1r1, n • ex am. M . . H . d . K d
( 0 f th 1- an1pur1, 1n 1, anna a,
ne o e a;n:~"'M th. M 1 1 0 . must be Hindi) ar~ 1 ' a aya am, r1ya,
Tam1l, Telugu or Urdu.
One elective subject(O)
One elective subject(O)
One elective subject (0)
(i) Gen.Sc. (ii)Maths.+ One Craft (for Int. exam. only) .
* Languages at Higher level were Kashmiri, Manipuri, Nepali, Portuguese, Tibetan in addition to the ones listed for study in 1976 (See footnote on page 67.
Table 1 contd.
1986
Sr. Sec.··
(If 2 langs.studied, one at Higher level as compulsory and one as elective subject, L2 study not required)
Language (Core/ Elective) (C) Any one out of those for 1976 + Manipuri
69
(3) One of the langs. under (C) but has to be different.
( 4) English La.l!.guage and Literature.
Language (Elec.) (0) Any one of 24 in Core
One elective subject (0)
One elective subject (0)
70
Some of the other notable features are as follows:
(1) The 1936 syllabus is close to the traditional position.
A student, if he chose so, could meet the requirements of the
examination by studying
(i) English,
(ii) Mathematics/Arithmetic and Domestic Science,
(iii) A Classical language (Sanskrit, Arabic, Persian, Hebrew,
Latin or Greek) or French and
(iv) An All-India Vernacular (Urdu, Hindi, Punjabi, Sindhi,
Pashto, Marathi, Telugu, Tamil or Bengali). The syllabus
also shows how education during the British period
promoted the language of the rulers. Also, a student had
the freedom to opt for the studyof a European Classical
language --Greek or Latin--and French as a foreign
language. This situation changed only in 1959 when •
Mathematics became optional and a modern Indian language
(M.I.L.) had to be studied instead. But even then, twenty
years after Independence, English continued to be a
compulsory subject of study, albeit, in 1946 itself the
study of an Indian Vernacular consisting of Hindi, Urdu,
Punjabi and/or Bengali had been introduced in the form
of a compulsory qualifying paper in M.I.L. Only those
whose mother-tonguewas not one of the available
vernaculars for study were allowed to take English in
lieu thereof.
71
(2) A new pattern for language study emerges in 1966 with
the incorporation of the three--language formula which, in effect
marginalised the importance of English. Now, in addition to
English, two other languages had to be studied, one at the Higher
level (L1), the other at the Lower level (L2) though the
examination in L2 was only internal. Further, out of three
languages available under elect±ve subjects it is possible to
undertake the study of any two:
(i) a Classical language,
(ii) a Modern Indian language and
(iii) English Language and Literature. As already observed,
the Delhi Scheme did not follow this pattern in 1966.
(3) However, by 1976 the difference between the two schemes
of examination got narrowed down. Hindi became compulsory in
both, either as L1 or as L2. The significant departure was that
English no longer remained a compulsory subject. Further, L2
study was not compulsory if a student studied a language under
Elective subjects. In that event a student could opt for Hindi
under compulsory subjects and two more languages-- a modern Indian
language and a Classical language under Elective subjects.
72
(4) With the introduction of the current Senior School
certificate examination, English study continued to be optional,
but the number of languages to be compulsorily studied got
reduced from two to one. Maximally, a student could opt to study
two languages -·one under Core and another under Optional subjects.
It was possible to study the same language both as a compulsory
and as an optional/elective subject.
In Table 2,pages 74 and 75, we look~across the six stages
chosen for the variation in
(i) the total number of subjects of study,
(ii) the number of languages to be studied both
a) compulsorily and/or
b) optionally,
(jii) the emphasis on literature in the study of the compulsory
language and/or other languages,
(iv) the total weightage percentage assigned to languages vis-a
vis other subjects, and
(v) the English weightage percentage vis-a-vis
a) the total and
b) language weightage as such.
73
It is apparent that the language weightage percentage
maximally permissible vis-a-vis other subjects has been quite
high despite a slow decline over the years from approximately
80% in 1936 to 50% in 1986 --the first significant reduction
was in 1946 (62.5%), then in 1977 (60%) and finally in 1986(50%)
except for 1966 All-India scheme (78%). The English weightage
percentage vis-a-vis the total has also seen a decline from
30% to 20% --first to 25% from 1946 and then to 20% from 1976
the only exception being the 1966 All India scheme when the
weightage percentage assigned to languages had shown sudden
increase from 62.5% to 77.8%. In English, however, there was a
decrease to 16.7%. This can be explained by the fact that it
was the introductory year of the All-India scheme as well as
the adoption of the three-language formula. The English weightage
percentage vis-a-vis language weightage was steady at 40% from
1936 to 1966. It was reduced to 33% in 1976 but again had an
upward revision in 1986 when we find it to be 50%. The only
exception was in 1966, All-India scheme examination, when it
was a mere 21.4%. It is quite understandable that in a multilingual
country like India language study will continue to occupy an
important place. We need, however, to accept the reality regarding
English study and instead of creating the excluding effect (ref.
Chapter II, p. 62)., we need to ensure that a dilution of
standards does not take place. The dilution can be prevented
YEAR & EXAM.
1
1936
High School
1946
High School
Hr.Sec. (introductory yr)
Total no. of subjects & marks allotted
2
4(650)
5(800)
·5(800) (excluding 1 qualifying paper in MIL of 75 marks
74
Table 2
LANGUAGE IN CURRICULUM
No.of langs.for study and Marks
Compulsorily
3
1( 200) (E)
Optionally (maximally possible)
4
2(300)
1+1(350) *1(150) (E)(A.I.V.) (200)
1 ( 200) (E)
2 ( 300)
Langs. with litt. emphasis and marks (includerl in col. 2 · )
5
English 1 paper (100)
English 2(125)
Eng.2 (125)
Total weight age to langs. in marks
6
500/650
625/800
500 / 800
% weightage to langs. vis-a-vis other subjects
7
76.9%
78.1%
62.5%
% English weight age vis-a-vis total
8
30.8%
25%
25%
The option to study so many languages is available only under the Humanities group.
* A.I.V. =All India Vernacular
% English weight age vis-a-vis language weight age
9
40%
30.8%
40%
Table 2 contct. - 75
1 2 3 4 5 6 7 8 9
1959 Hr.Sec. 5(800) 1+1 (350) 1(150) Eng.2 500/800 62.5% 25% 40%
E ( 200)
( 125)
1966 5(800) 1 + 1 1(150) Eng.2 500/800 62.5% 25% 40% H.r. Sec. ~. (350) (125)
(200)
All India 5(900) 1 + 1 2(400) Eng.1(75) 700/900 77.8% 16.7% 21.4% (Introdu- E (300) Others 2 ctory yr) (.150) (300)
k97% r. ec. 5(750) 1(150) 2(300) 2 - 300 450/750 60% 20% 33.3%
All India 5(750) 1( 150) 2(300) 2 - 300 450/750 60% 20% 33.3%
1986 5*(500) 1(100) 1(100) 1 - 100 200/500 40% 20% 50%
Hr. Sec.& All India
*The subject in which the students' performance is lowest is treated as an additional subject (fifth), not to be considered in the final evaluation.
76
only through radical changes in the teaching/learning situation
of English. The other notable features are:
(1) The variation in the subjects of study has been only to
the extent of plus or minus one subject though there has been
a significant variation first upwards upto 1966 (650 to 900) and
then downwards (to 750 in 1976 and 500 in 1986) in the marks
assigned to the subjects of study.
(2) English continued to be compulsory even twenty years
after Independence. It was only in 19764 that its study became
optional and with that the weightage assigned to the compulsory
language, which could very well be English, was reduced from
3 papers of 200 marks to 3 papers of 150 marks. The Senior
School Certificate marked a new trend as the weightage of optional
English was further reduced to one paper only of 100 marks
consequent to the bifurcation of the syllabus of Classes XI and
XII. Tables 2(a) and 2(b) give the distribution of papers, marks
and examining time for the Delhi and All-India schemes thereby
reflecting a reduction in the weightage given to the study of
English alongwith a dilution of its status.
4 We say 1976 here because it is one of the six stages chosen for the study of the syllabi. The actual year was 1968.
77
Table 2(a)
Marks and Time Allocation (Delhi Scheme)
Year No.of Weight age in Duration papers marks hrs.
1936-45 2 100x2 = 200 3x2 = 6 (Matric)
1946-74 3 75+75+50 = 200 3x3 = 9 (Hr.Sec.)
1975 3 50x3 = 150 3x3 = 9 (Hr.Sec.)
1976 3 50x3 150 3x3 = 9 (All India)
Secondary· 2 75x2 = 150 2~x2 = 5 * Certificate)
** 1978 2 100x2 = 200 3x2 6 (Sr.Sec. Certificate onwards)
* From 1984-85 examination the syllabus has been ·bifurcated for Class IX and Class X examination and the external exam. is only in one paper of 100 marks at the end.
** From 1981-82 examination the syllabus has been bifurcated as in the case of the Secondary examination.
in
78
Table 2 (b)
Marks and Time Allocation (All-India Scheme)
Year No.of Weightage in Duration in papers marks hrs.
3 75+50+75 = 200 3x3 = 9
* 1966 2 75x2 = 150 3x2 = 6
* 1971 3 50x3 = 150 3x3 = 9
1972-74 3 75+50+75 = 200 3x3 = 9
1975 3 50x3 150 3x3 9
1976 3 50x3 = 150 3x3 = 9
In case of other language 2 75x2 = 150 3x2 = 6
** 1978 onwards 2 100x2 = 200 3x2 = 6
* It is difficult to understand the reduction in marks from 200 to 150, first in 1966 with 2 papers and examining time of 6 hrs. and then the restoration to 3 pap9rs and 0 hrs. to fall in line with the then existent pattern of the Delhi Board Scheme. The reasons for the changes from time to time could not be verified from the Academic branch, Central Board of Secondary Education, as the Board decided to destroy its old records in December 1986.
** Syllabus bifurcation has been done with effect from the 1981-82 examination.
79
(3) The varying patterns for study of languages and English
in the Delhi and All-India schemes reflect the changing policies
in the objectives of English study. The three-language formula
was incorporated from the beginning of the All-India scheme.
However, it was not incorporated in the Delhi scheme that year
though the Boards Annual Report of 1964-65 stated that it was
"actively considering the question of introducing the three-
language formula in its Higher Secondary Three-year Course (Delhi
Scheme)".
The All-India scheme incorporated it from the beginning
and it was even revised by the Board at its meeting in May 1970.
Under the revised formula "only one of the three languages can
be studied at the higher level, and the other two at the lower
level. Previously, English and one other language had to be
studied at higher level and the third one at lower level".5
A major change, however, was introduced in 1973 with the study
of English being made optional. In the Secondary examination,
beginning 1980, only two languages of the following have to be
studied:
Hindi, English, Assamese, Bengali, Gujrati, Kannada, Marathi, Malayalam, Manipuri, Oriya, Punjabi, Sindhi, Tamil, Telugu, Urdu, Sanskrit, French, German, Russian, Arabic; Persian, Nepali, Portuguese and Tibetan.6
5Annual Report, Central Board of Secondary Education, 1969-70.
6cBSE syllabus, 1980.
- 80 -
At the Senior Secondary level only one language is
to be studied either at the Core level or the Elective level.
It is even possible to study the one language at both the levels.
The three-language formula then applies only upto the
Middle stage (Class VIII). Thereafter, only one language has to
be studied compulsorily though it is possible for a student to
study two languages, or even a third language as an additional
language. In the case of the study of a language as an additional
language its marks are not considered in the tabulation of the
final result. The relative focus on the study of languages and
their place in the curriculum, from Class 1 to XII, as of present,
can be seen from Table 2 (c) below:
Classes
I - V
VI-VIII
IX-X
XI-XII
Table 2 (c)
Place of Language Study in the Senior Certificate Examination - Delhi and All-India schemes
Language 1
Hindi
Hindi
Hindi/MIL
Language 2
MIL/Classical language
English A/B
One language An additional (Core or Elective)language (Core
or Elective)
Language 3
English
An additional language (optionall
81
This pattern is followed at the All-India level, too,
by the Central Board albeit variations occur between different
State Boards.
Though theoretically it has become possible not to
study English at all, in actual practice it is not so. All Public,
Convent and Central schools have it as a compulsory subject as
7 it is the medium of instruction as well in these schools. Even
in Government and Government-aided schools almost all the students
study it as a subject at the Core level. In the case of these
schools, too, and the Government undertaking schools, a few
select schools have English as the medium. Such schools are
regarded as the more prestigious of the Government schools.
(4) Col. 5- of Table 2 is significant in that it reveals the
percentage weightage of the literature component of the language
studied. When English was compulsory this component was 62.5% -
the rest being emphasis on language. It varied in the 1966 All-
India scheme when it was 50%. As English was put in the optional
category along with other modern Indian languages students who
opted for a second language studied it with emphasis on the
literature in that language. The study of the language at the
Elective level was significant because those who did not study
7The only exception is St. Xavier's School, Delhi, a Public School, which has switched over to Hindi as the medium of instruction.
82
it at this level were debarred from pursuing an Honours course
in that language or an Elective English course at the under
graduate level which later qualified them for post-graduate study.
This acted as a stimulus for students to opt for Elective
English at the School too.
This meant then that the proficiency that the students
attained earlier through the compulsory English course was not
achieved through the optional Core language course thereby making
the study of Elective English obligatory for the specialised
student. Perhaps this was motivated, one, by the desire to remove
the burden that the compulsory English course had put on the
student as a consequence of the British legacy and two, the
changed national objectives for the study of English. One can
reasonably assume that the revised aims and objectives must have
motivated the change. Whether this was really so or it is merely
an assumption can be ascertained by examining the aims and
objectives as outlined in the syllabus. The dominant impression
is that there is lack of precision in the statement of objectives
which may reflect a lack of understanding of the proper goals
of English teaching or of its role or place in the educational
system as outlined in the syllabi of the last fifty years.
83
It is the 1962 syllabus of the Higher Secondary
ex ami nat :i_on which for the first time explicitly talks of the
aims and objectives of learning/teaching English in the schools.
It states:
Whereas knowledge of the subject and the idea expressed on textual contexts were emphasised in the teaching of a language earlier, it is now the expression itself that is taught and tested. Thus in the teaching of a language the aim is shifted to precision of expression and usage of phrases and idioms and the subject matter has given precedence to the study of the behaviour of the language.
The two abilities to be tested at the Higher Secondary examination are:
(a) ability to understand the language; and (b) ability to use the language.8
The shift from the earlier emphasis on "knowledge of
the subject and the idea expressed on (sic) textual concepts" to
the teaching and testing of "expression itself" in 1962 is
obviously inspired by the then fashionable structural thinking.9
It is a moot point whether this disjunction is valid or not.
8 C.B.S.E. Syllabus 1962: 23.
9By that time,ironically in the U.S.A. itself where the structural method originated, the empiricist structural theory had given way to the rationalist transformational-generative theory of Chomsky which rejected the behaviourist model of language learning/teaching.
84
It resulted in the dilution of the text as we shall examine
subsequently.
Since the syllabus talks of a particular "earlier
emphasis", the earlier emphasis, as exemplified by the 1936
syllabus of the Matriculation examination, was on the text
which provided facility in the reading and understanding of
the following four general types of Ep.glish linguistic
expression:
"Prose 1. Narrative (including conversation)
2. Informative
3. Instructional
Poetry 4. SimpleMetrical forms."
The characters of subject matter to be included in
the prose books were:
"(A)
(B)
(C)
(D)
Story of character and Incident
Historical Outlook
Travel or Discovery (Geographical or Scientific)
Moral and Social Ideas".
Even in 1946 and 1959 (Delhi Scheme) examinations the
emphasis was on "understanding of straight-forward English prose
on subjects of general interest, assimilation of main lines of
85
subject-matter, paraphrase of passages, explanation of text,
argument and subject matter; but excluding literary criticism
and biography of authors". Comparable statements of the varying
expectations from a study of the texts at the six stages chosen
for the syllabus are presented in Table 3. It is significant
to note that in the 1966 and 1976 (All India Scheme) and the
1986 (Sr. School Certificate) examinations, we do not find any
statement at all.
Sidestepping the debatable proposition of separating
expression from meaning, broadly speaking, it emerges from the
revised aims and objectives of the 1966 syllabus (beginning 1962)
that the student is expected merely to write correct English
regardless of whether he understands or misunderstands or mistakes
the content; he is not to be penalised for 'wrong ideas' so
long as the 'mis-statement' is done in correct English. Thus,
there is a clear shift in 1966 from reading and understanding
to writing, and the assumption is that the two skills, reading
and writing, are separable and separate and that you can teach
good writing to a student who has poor comprehension skill. This
explains the dilution of the status and the role of the text
for the purposes of aiding comprehension. It is also a very
clear dilution in the ability expected of the student because
'content' is divorced from 'form'. This deviation from standards
of excellence and the very theoretical point of view from which
it is argued are both questionable.
1936 (High School)
Questions will be set to test students' general knowledge of English and will not necessarily be on subjectmatter. Students may be asked to explain or summarize passages set to answer any question thereon which will test their understanding of the meaning or the construction. Historical, geographical and literary allusions shall be excluded.
For each individual book set in any year's course there shall be added an instruction for the guidance of teachers and pupils and the same shall be duly notified to the examiner.
86
Table 3
Text Expectations
1946 (High School)
The paper shall consist of six questions (with alternatives) two on each of the three parts. In part(b)-six prose books of about 125 pages each for rapid reading--there shall be general questions on subject matter and summaries or similar exercises on material taken from the six set books.
1946 (Delhi Scheme) and 1959 (Delhi Scheme)
Understanding of straightforward English prose on subjects of general interest, assimilation of main lines of subject-matter, paraphrase of passages, explanation of text argument and subjectmatter; but excluding literary criticism and biography of authors.
Table 3 contd .•.
1966 - Delhi Scheme 1976 - Delhi Scheme
Whereas knowledge of the subject and the idea expressed on textual contexts were emphasised in the teaching of a language earlier*, it is now the expression itself that is taught and tested. Thus in the teaching of a language the aim is shifted to precision of expression and usage of phrases and idioms.and the subject matter has given precedence to the study of the behaviour of the language.
The two abilities to be tested at the Higher Secondary examination are:
(a) ability to understand the language; and
(b) ability to use the language.
*
(3 papers of 3 hrs. duration each).
87
1966 (All India) 1976 (All India)·
No Statement
This refers to the earlier Hr.Sec. course in the Delhi Scheme.
1986 (Sr.School Certificate)
No Statement
88
The 1986 (beginning 1984) syllabus, designed on the
introduction of the 10+2+3 system of education, continues the
trend of the 1966 syllabus by emphasising the writing skills.
These 'Higher Level Writing Skills' are stated as follows:
Reporting (events, experience): recording (observations, findings, conclusions including the devising of tabular and diagrammatic forms for the purpose): the abstracting and summarising (all pieces of objective writing); extracting (facts of statements relevant to a given purpose): factual descriptions (all ~hysical objects, instruments or processes). 0
The achievement of these objectives becomes difficult as the
reading texts which provided a command/fluency to the student
in the language have been reduced in number and quality. Grammar
teaching was given up. The new goal of achieving these skills
divorced from thought stems from a view of language as a
technical skill, a habit, which could be acquired or learnt
perhaps by tightening a few screws here and hammering a few
nails there.
10 C.B.S.E. Syllabus 1984.
89
The imprecision of the 1966 and the later syllabi shows
a want of understanding, a lack of clarity. The aims and objectives
find no direct statement in these syllabi. On the other hand,
in the English syllabus for the Certificate of Secondary Examination,
1983 of the Southern Regional Examinations Board, England, we
find a model of a clear and distinct statement of, one, the aims
and, two,the objectives, besides a very explicit statement of the
qualities to be cultivated in the writing.
The aims and objectives in the above syllabus are stated
as follows:
II
Aims:
The overall aims are firstly to develop the candidates' abilities in the basic communication skills of the English language by encouraging them to write in a lively, sincere and personal manner or in a concise, informative manner as required; and by encouraging recognition of the importance of spoken English and appropriate language registers; and secondly, to promote a personal, critical and imaginative response to a wide range of literature suited to the interests and abilities of individual candidates.
Objectives:
The candidates will be required:
(i) to write and speak English clearly and connectedly.
(ii) to have read, with understanding and profit, at least that range of literature required for the examination.
90
(iii) to show understanding of whatever else he may be required to read in the examination,
(iv) to show some capacity for discrimination in reading."
Our aims and objectives for the teaching/learning of
English may be different but surely they do not defy a definition
even though the place of English in our educational system has
been the most hotly discussed subject and every aspect of its
teaching, a subject of controversy--the age at which it is to
be taught, the manner in which it is to be taught, the text-
books as well as evaluation. Our sisyphus-liki labours in
language teaching have, therefore, resulted in repetition of
the middle school curriculum by that of the high school
curriculum by that of the college. The only result is that,
one, we teach expression and evaluate cramming and, two, we
teach language and evaluate literature. We boast of inculcating
the four basic skills and evaluate written work alone. Thus,
we have been prodigal of aims and chary of achievement.
In the absence of a clear definition of the aims and
objectives, we look at the contents of the syllabi over the
last fifty years in different components of the English course.
The component of General English formed a separate paper
till the introduction of the 10+2+3 pattern of education.
91
It used to be split into three sections-- 'Grammar•, 'Composition•
and 'Translation'. The term 'Grammar• was replaced in 1962 by
the term 'Functional Grammar', in 1974 by 'Applied Grammar' and
in 1978 by 'Writing Skills'. The change in terminology reflects
changes in pedagogy on account of developments in Applied
linguistics. However, these terms are employed without any
accompanying explanation and one has no evidence that there is
full appreciation of the new concepts or of their validity in
the Indian context. They are merely a consequence of the response
to the trends in the West but the oppositions are not necessarily
valid. An indepth empirical study about the validity of one
approach over another is absent and our own tradition of language
teaching (See Chapter I, p. 59) in which language teaching was
always grammar-centred is ignored. The components of the General
English syllabus over the six stages chosen for analysis are
presented in Table 4, pages 92 to 97.
The 1936 syllabus ~equires a knowledge of the rules
of grammar and expects the students to spot. and correct
grammatical errors in sentences. In 1946 (beginning 1939)
emphasis is placed on functions like word functions, sentence,
clause and phrase functions. Punctuation and direct and indirect
narration are also included. The 1946 (Delhi Scheme--three-year
course) syllabus further includes analysis and synthesis of
Grammar
92
Table 4
General English Syllabus
1936 (High School)
Application of the rules of grammar. Detection and correction of grammatical errors. Expression in correct and idiomatic English., Formation of Nouns, Adjectives and Verbs from one another.
(25)
1946 (High School)
Word functions--Noun. adjective, verb (including participle, gerund and infinitive), pronoun, preposition, adverb, conjunction & interjection. Formation of various parts of speech from one another. Sentence, clause and phrase functions. Transformation of sentences, clauses and phrases. Direct and Indirect narration. Punctuation. Commoner and simpler idiomatic uses of adjectives, verbs, adverbs, prepositions and conjunctions.
(20)
* Books recommended:
1946 (Delhi Scheme)
Repeated as in 1946 High School, plu~, ~discrimination of words. Idioms in words, phrases & functions. Analysis and synthesis of sentences. The correction of common errors. Figures of speech. Metre and Prosody.
(30)
1. Nesfield's Idiom, Grammar and Synthesis for High Schools, Bk.IV (Macmillan & Co.Y
2. 'English Grammar for High School' P.C.Wren.
3. 'Matriculation English Course• by Low & Briggs.
4. 'Hints on the Study of English' by Rob & Webb.
Table 4 contd ...
Composition
Translation
1936 (High School)
Ability to write correct English.Exercises in composition, e.g. in narrative, description, explanation (of process or phenomena). Acquaintance with forms of ordinary cofrespondence.
(50)
From vernacular into English (15 for sentences and 10 for short passage)
(25)
(100)
93
1946 (High School) 1946 (Delhi Scheme)
Narrative, Descriptive, Expansion & Contraction of sentences. Synonyms usage--paraphrasing of simple narrative and descriptive passages. Writing of conver-sation and dialogues. Accurate and economical use of words. Summarizing, precis-writing. Telegram, description of common objects. Use of antonyms. Letter writing, invitations, replies. Correction of common errors.
(45)
Unseen passage into vernacular (10)
Vernacular passage into English (25)
(100)
The writing of short descriptive paragraphs. Expansion. Precis writing. Story writing. Letter writing. Writing of dialogues. Essay writing.
(45)
(75)
Table 4 contd ..
1959 (Delhi Scheme)
Grammar Same as in 1946 Delhi Scheme (25)
94
1966 (Delhi Scheme)
Functional Grammar:
1. Construction of sentences: SimpleComplex-Compound. Affirmative, Negative, Interrogative, Conditional, Exclamatory.
2. Analysis of sentences: Simple-Compound-Complex.
3. Synthesis of sentences.
4. Transformation of sentences.
5. The correct use of articles, prepositions and connectives.
6. Reported Speech: Direct and Indirect forms of narration.
7. Exs.in the use of anomalous verbs (am, is, are,was, were, have has, had,do,does,did,should, will, would, can,could,may, might, must, ought,need, date, used. (20)
1966 (All-India)
Applied Grammar:
Parts of speech, phrases, idioms and proverbs, punctuation, word building, compound words, transformation of sentences and Sandhis (wherever possible)
(35)
Table 4 contd ..
Composition
Translation
1959 (Delhi Scheme)
The writing of short, descriptive paragraphs. Expansion, Preciswriting, the writing of dialogues and essay writing.* (35)
Unseen passa'ge in MIL into English including idiomatic sentences.
Alternatively, one or two questions in General English.
(15) (75)
95
1966 (Delhi Scheme)
An essay on a simple topic within the experience of pupils-excercise in description or writing of a fantasy.
1. Description of scenes of Indian life. 2. Narration of incidents falling within the experience of pupils. (20) 3. Letter (10) 4. Precis--200 word passage to one-third.*¥(15)
Passage from mothertongue into English (10)
1966 (All-India)
Essay
Letter writing
Precis
None
(20)
(10)
(10)
*No book is recommended for use in the classes. The following 3 books suggest the standard aimed at: 1. "Nesfield' s Idiom, Grammar & Synthesis for High Schools" Book IV (Macmillan & Co.); 2. "High School Grammar & Composition" by P.C. Wren & Henry Martin; 3. "Hints on the Study of English" by Rob and Webb.
**Details of the requirements with exs. given for the first time. No books are mentioned.
2 papers (75x2=150) of (2x2) = 4 hours brought at par with language at Higher level - later exception made in case of English.
Table 4 contd ...
Grammar
Composition
1976 (Delhi Scheme)
Same as in 1966 Delhi Scheme (15)
Same as in 1966 Composition Letter Precis Translation
(15) (15) ( 5) (10) ( 5)
9S
1976 (All-India)
Language at Higher Level:
Functional Grammar:
~arne as in 1966 (All-India Scheme), plus, 'recognition of the different types of phrases and clauses' (15)
Composition (15) Precis (15) Comprehension or Translation from Simple Hindi into English (5) Letter (5)
1986 (Sr. Sec.) (All-India & Delhi)
Higher Level Writing Skills (3
Reporting (Events, experience) recording (observations,
3 findings, conclusions includin the devising of tabular and diagrammatic forms for the purpose) : the abstracting and summarizing (all pieces of objective writing); extracting (facts of statements relevant to a given purpose): factual descriptions (all physical objects, instruments or processes).
97
Table 4 contd •••
The following books are recommended for study in the "Syllabi and Courses
for All India Senior School Certificate Examination, 1983 and 1984" (New Delhi, CBSE,
1981) as in 1986 no separate syllabus was published:
(i)
(ii)
(iii)
(iv)
'A Course in Written English' (New Delhi, NCERT),
'Written ENglish Communication' (Orient Longman),
'Writing with a purpose! (Delhi, OUP),
'Strengthen Your Writing' (Orient Longman).
- 98 -
sentences. We have a precise statement of topics included in
11 Grammar in the 1946 and 1959 syllabi as well. In the 1966
12 syllabus · which replaces the term 'Grammar' by 'Functional
Grammar' we find a new concept of 'Remedial Teaching' included
through teaching of the use of articles, prepositions and con-
nectives but this is done without first outlining what the basic
teaching is to include. Also, strangely, though the 1966 (Delhi
Scheme) syllabus gives a detailed list of all that is included in
it, the same years' All India scheme syllabus has very few items
that are incorporated in the 1966 (Delhi Scheme) syllabus. Trans-
lation is also excluded. One wonders why under the same Board
this has happened particularly when the students under the Delhi
Scheme mostly belong to Government schools where they start the
study of English as a subject only in Class VI while in schools
in the All-India Scheme English is invariably the medium of ins-
truction and its study starts right from the Primary or sometimes
even the Pre-Primary stage.
The other notable changes are:
(i) deletion of punctuation for some time after its incorporation
in the syllabus in 1946, only to be included again in 1970
alongwith the teaching of tenses;
11The 1959 syllabus has been studied in lieu of 1956 which is non available.
12This trend started with the 1962 syllabus.
- 99 -
(ii) exclusion of punctuation, direct and indirect narration
and tenses in the 1976 syllabus (beginning 1974) with
the adoption of the term 'Applied Grammar'. The focus
shifts to vocabulary building and formation of compound
words;
(iii) in 1986 (beginning 1978), Grammar is totally excluded
and writing skills emphasised;
(iv) the 'composition' section of the syllabus includes the
narrative, descriptive and explanatory modes of writing
in 1936 (High School), and of these only the narrative
and descriptive in 1946 (High School). They are dropped
altogether after that as there is no mention of them.
Thus, symbolically 'reflective writing' is replaced by
writing skills;
(v) the translation section included a passage and sentences
for translation from the vernacular into English from
1936 t<>-1939 and 1946 t0 W61. The sentences were excluded
fromm62to ~7. Alternatively, a comprehension passage
was set for students whose mother tongue was different
from the vernacular from which translation was required.
From 1939 to 1945 a translation was required from
English into the vernacular as well. This section was
totally deleted from the syllabus of 1978 onwards.
- 100 -
There is no gainsaying the fact that if the syllabi had
cared to define the aims and objectives, one could have under
stood precisely why there was a pendulum-like swing in the contents
of the syllabus, leading to exclusion of some items at one stage
and their inclusion at another. One cannot help but carry the
feeling that perhaps the changes and their reversion was motivated
by individual whims in the absence of any general guidelines.
The absence of aims and objectives is also reflected in
the marking of the papers. Prior to 1983, that is, till the
academic year 1981-82, a lot of variation crept in the marking
as a result of papers being marked by individual teachers at their
homes. Consequently, in order to eliminate and attain objectivity
and uniformity, the Board introduced the concept of central eval
uation (spot checking) though here too incredible individual
whims of the Head Examiner often lead to a right answer being
marked wrong. In the 1987 examination, for instance, 'insult' was
not accepted as an antonym of 'honour', only 'dis-honour' was
accepted as an antonym even though there was no instruction for
making an antonym only by adding a prefix.
In the absence of lack of clarity and varying patterns in
the General English paper, we examine how supportive the selection
of the number, range and choice of texts has been in helping the
learning/teaching of English. Here, too, we find a reduction in
- 101 -
the number, range and choice of texts - from classics to abridged
texts, from study of Poetry, Prose and Drama to mere prose selec
tions. Another supporting factor in the study of texts, viz.,
notes and exercises appended to them, also need to be carefully
planned and provided. But once again either they are not provided
or are woefully inadequate.
Table 5 below lists the genres covered and the texts
prescribed during the 'last fifty years over the six stages chosen
for analysis of the syllabi.
The genres of writing represented include Prose, Poetry,
Drama and Novel. Prose selections include short stories, biogra
phies, history of travel or discovery or inventions. The linguistic
types--Informative, Narrative, Descriptive, Instructional and
Dissertational Prose--were specified only in 1936. After that,
there is no indication that the selection of texts is being
governed by these parameters. The number of texts range from
maximum eight (1946--High School) to a minimum of three (1986-
Senior Secondary). Also, from 1946 onwards, texts are divided
into two groups. Apparently the understanding is that all the
books earlier were for intensive study but after 1946 the students
are required to do much less intensive reading. Another major
change is the omission of poetry from the syllabus of 1986. This
change is significant since earlier practically a whole paper was
102
Table 5
Prescribed Texts
1936 (High School)
. 1. "Beacon Study Reader, Book V"
ed. Frank Roscol (Ginn & Co. ,Ltd.)
Linguistic type--Informative Subject matter--Scientific
2. "Mans Great Adventure" by Stephen Southwold (Longmans). Linguistic type--Narrative.Subject matter-Stories.
3. "The Age of Social Reform -Then and Now Stories" (Macmillan & Co.).
Linguistic type--Instructional
Subject matter-- Moral and Social
4. "Selections from Modern English Prose" by Dewan Chand Sharma (Macmillan & Co.).
Twelve selections by India~, British, Russia~ & American authors).
Linguistic type--Mixed Subject matter --Mixed
5. "A Book of Select English Poems (for Juniors)" by Chablani, Chopra & Gupta (Rai Sahib Munshi Gulab & Sons, Lahore) (No questions on prosody and appreciation of poetry).
1946 (High School)
For intensive study:
If
1. The Star of India Poetry Book~(Blackie & Sons (India) Ltd~, Bombay (Omitting 5 poems).
2· "English Prose Selection for High Schools" (The Indian Publishing House).
For rapid reading:
1. Shakespeare 'Twelfth Night' retold by Samuel Davis (G. Bell and Sons Ltd., London).
2. 'A Fight for Education' by W.M.A. Jones (George G. Harrap & Co. Ltd., Bombay).
3. 'Gleaming Arches' by C.H. Barry (Munshi Gulab Singh & Sons, Lahore) (excluding 3 chapters).
4. 'David Copperfield' by Charles Dickens, adapted by Michael West, (Longman Green & Co.)
5. 'Benjamin Franklin' by Miss J.K. Zutshi (R.S. Munshi, Gulab Singh & Sons, Lahore).
6. 'Our India' by Minno Masani (Oxford University Press, Bombay).
Table 5 contd ..
1946 (Delhi Scheme)
Paper II - English Prose (75 marks)
1. Lessons in Modern English Books I and II (eds.) Rev. C.F. Andrews & E.E. Speight (Macmillan & Co. Ltd.) (Excluding all poems)
pescriptive, narrative and dissertational -a selection of 200-250 pages.
2. The Roll-call of Honour by A.T. Quiller Couch (T. Nelson & Sons). The following only: Abraham Lincoln, Garibaldi, Florence Nightinale and Pasteur.
Short Stories or Biographies.
3. The Introduction to Citizenship in the New Approach Series by J.C. Hill (OUP), Indian ed.
History of Travel or discovery and invention or a book of general interest.
4. Goldsmith's Essays, selected and edited by J . II . T.o h h n n ( C {)P) •
Simple classical or Literary prose:
Selection ... 80 to 100 pages.
5. Silas Marner by George Eliot
Novel
6. Junior One-act-plays of today, second series (George G. Harraps and Co. Ltd.) The following are prescribed: 1. A Distant Relative, 2. Money makes a difference.
Junior one-act plays
103
1959 (Delhi Scheme)
Paper II - English Prose (75 marks)
1. An Approach to English Prose by R.P. Chopra (Uttar Chand Kapur and Sons, Delhi), 236 pages.
Descriptive, narrative and dissertational a selection of 200-250 pages.
2. The Ascent of Everest by John Hunt (M/s Orient Longmans Ltd.) pg. 96.
History of travel or discovery and invention or a book of general interest.
3. David Copperfield by Charles Dickens (Abridged and simplified by G.E.J. Hodges) (Orient Longmans Ltd., Bombay), pages 192.
Novel
4. Plays for Youth ed. C.H. Lockeitt (Longmans Green & Co., London), pg.190. Only 3 plays are prescribed.
fl. ~horL play
Others:
5. Short Stories or Biographies
6. Simple, Classical or Literary prose: Selection ... 80 to 100 pages.
Table 5 contd ...
1946 (Delhi Scheme)
PAPER I I I -- Poetry (50 marks)
Option 1 (a) Poetry-Selection-1000 lines and 2 longer narrative poems
l(a) (i)
(ii)
(30)
(b) Translation- from M.I.L. into English or 2 longer poems of more than ordinary difficulty.
(20)
Off the Ground, Vol.II (Longmans Green & Co. Ltd., Agents of India, Bombay 29 poems.
Atlanta's Race - Morris
(iii) The Passing of Arthur - Tennyson
l(b) (i) Eve of St. Agnes - Keats
(ii) Ancient Mariner - Coleridge
104
1959 (Delhi Scheme)
Paper III - Poetry (50 marks)
1. Selection - 1000 lines and two longer poems (35)
Paths o- Pleasure by P.C. Sood (S. Chand & Co.)
2. Unseen Passage (15)
Table 5 contd ..
1966 (Delhi Scheme)
Paper II Comprehension (detailed Prose Text and Unseen) (35 + 15)
"The Prose Way" (ed.) R.P. Chopra (Uttar Chand & Sons, Delhi)
Pupils' comprehension of one prose text for detailed study and of some unseen material of about the same difficulty level - not to be a mere collection of writing~ from standard authors. It might contain modified and abridged versions of classical writings, descriptive and narrative prose, explanations of scientific themes and the like in the idiomatic contemporary style.
Paper III - Comprehension (non-detailed prose and poetry) (50 + 25)
3 books to be tested from among the following 4 types:
1. A Collection of Short Stories
"A Book of Stories" (ed.) (Subodh Prakashan, Delhi), pages 146.
2. A book of plays - simple one-act
. f "S1x-One-Act-Plays" (ed.) P.K. Mathur (Harinamkala, Delhi) - 5 plays only.
105
1966 (All-India)
Paper II - 2 hrs. (75)
1. Prose selections - For detailed study 2. Poetical selections -do-3. A Selection - One Act Plays )Two out of 4. A Book of Short Stories )three pres-s. An Abridged NOvel )cribed for
Books: (a) For detailed Study:
)non-detaile study.
1. "The Prose Way" ( ed. ) R. P. Chopra (Uttar Chand Kapur & Sons, Delhi).
2. "A Book of Verse" (ed.) S. Lal (Ranjit Printers & Publishers, Delhi).
(b) For non-detailed study:
3. "Six One-Act Plays (ed.). P.K. Mathur (Harinamkala, Delhi) - only 5 are prescribed.
4. "A Book of Stories" (ed.), Bal Krishna (Subodh Prakashan, Delhi)
5. "The Coral Island" Winter-bottom (Longmans Green & Co.).
Table 5 contd ..
1966 (Delhi Scheme)
3. Abridged and adapted versions or classics
"The Coral Island" abridged by Winterbottom (Longmans Green & Co.), pages 160.
4. Science Fiction
"Men Who Changed the World", Egon Larsen (Phonex House Ltd, London).
5. A biography or collection of biographies.
6. Informational or Informative Prose.
Poetry - for enjoyment of rhythm and imagery. Simple poems including descriptive and narrative lyrics and ballads.
"A Book of Verse" (ed.) S. Lal (Ranjit Printers and Publishers, Delhi), pages 120.
Pupils' understanding and appreciation of prose and poetry prescribed for general nondetailed study. To be simpler than the prose text and taught with the purpose of increasing pupils' capacity for reading with greater care and facility. Should lead them on to literary English at later stages.
106
1966 (All-India)
English Language and Literature - Elective
Paper I - 3 hrs. (100)
1. Classified Drama or Modern Drama -for detailed study.
2. Poetical Selections - for detailed study.
Books:
1. Any two of the following three plays:
(a) "Julius Caesar" by William Shakespeare
(b) "Merchant of Venice" by William Shakespeare
(c) "A Man of All Seasons"
2. Poetical Selections - to be prescribed later.
Paper Ill - 3 hrs. (100)
1. Prose Selections - for detailed study.
2. A Novel - for detailed study.
Books:
1. Prose Selections - to be prescribed later.
2. "Animal Farm" by George Orwell.
Table 5 contd ..
1976 (Delhi Scheme)
Division of papers and the contents are the same as in the 1966 (Delhi Scheme) syllabus but there is a redistribution of marks.
Paper II
Detailed prose text (40) in place of (35) Unseen (10) in place of (15)
Pa,eer III (50) in place of (75)
Prose (35) in place of (50) Poetry (15) in place of (25)
The prescribed texts are:
Prose (4 from among the following):
1. A Collection of Short Stories "Ten Short Stories•• (revised edit ion) ( CBSE)
2. A Book of Plays - simple one-act. ••Modern One-Act Plays•• (CBSE)
3. Abridged and adapted versions of classics. 11 A Tale of Two Ci ties•• (abridged and simplified (CBSE)
4. A biography or collection of biographies.
5. Science fiction
6. Inspirational or informative prose
Poetry - 11 A Book of English Poems•• (CBSE)--for enjoyment of rhythm and imagery-descriptive and narrative, lyrics and ballads.
107
1976 (All-India)
Paper II
1. Prose selections (for detailed study) "A Book of English Prose" (CBSE) (35)
2. Unseen (15)
Pa_eer III
1. Poetical Selections (for non-detailed study)
2.
3.
Two out of three
A Selection - One Act Plays "Modern One-Act Plays" (CBSE)
A Book of Stories "Ten Short Stories" (CBSE)
4. An Abridged Novel 11 A Tale of two Ci ties•• (abridged and simplified11 (CBSE)
108
Table 5 contd ..
1986 (Sr.Sec.) (All India & Delhi)
'Core'
(A) Text for detailed study:
(1) English Reader II -Core Course (New Delhi, NCERT) excluding lessons studied in Class XI.
(2) Guided Reading - A Collection of Short Stories, (New Delhi, CBSE)
(i) Two comprehension passages followed by short answer questions
(a) Comprehension (b) Vocabulary usage
(5 + 5) (5 + 5)
(ii) One essay type question on theme and understanding of details (10)
(iii) Short answer questions on contents of the lessons (10)
(B) Text--for Non-detailed study. (25) "English Supplementary Reader Part II" (New Delhi, NCERT)
(i) One essay type question on themes, incidents, characters, etc.) (10)
(ii) Short answer type questions (including items requiring a short paragraph, sentence or one word answers)
'Elective'
(A) For detailed study:
(a) Prose (40)
(i) 'Dear to all the Muses' ~ Anth~l~gies of contemporary prose (ii) 'On the Top of the World' 0 (New delhi, NCERT)
109
Table 5 contd ..
1986 (Sr.Sec.) (All India & Delhi)
(b) Poetry
(i) 'Eternal Lines': A book of poems for Class XII (New Delhi: CBSE)
(B) For Non-detailed Study:
(1) The "Barrets of Wimpole Street" or 'Admirable Crichton' (20)
(ii) Novel -unabridged edition "Far from the Madding Crowd" by Thomas Hardy" (20)
- 110 -
devoted to its study. Maximum reduction in the number of
texts took place after the introduction of the 10+2+3 pattern
of education whereby though one year was added to the schooling
stage and thereby to the number of years students studied
English, in case they opted for it, which practically all students
did, the courses were split into two types: Core and Elective,
synonymous with Basic and Advanced. Though the objectives of the
two have not been spelt out in the syllabus, one can understand
that 'Core' English is meant to provide only some minimum working
knowledge of English whereas 'Elective' English is for those who
further wish to pursue the study of English language and litera-
13 ture. This was a recognition that every Indian student does
not have to, nor is it feasible for him, to develop the same high
competence in the language. However, though it is possible for
a student to study both 'Core' and 'Elective' English, the students
d . d14 t t k h l t th c d th are a v1se not o a e t e same anguage a e ore an e
Elective levels. It is difficult to understand the granting of this
facility when it is clear that if a student is competent to study
English at the 'Elective' level he already has the competence that
a student at the 'Core' level is supposed to acquire.
The courses of the Board have varied between Matric/High
School, Higher Secondary three-year course (Delhi Scheme), Higher
13This has not been explained as such in the syllabus.
14This has been spelt out in the syllabus
- 111 -
Secondary three-year course (All-India Scheme) and the Senior
School Certificate in both the Delhi and All-India schemes. The
High School examination was at the end of ten years but the texts
prescribed for the 1936 and 1946 High School examinations are
comparable with those prescribed for the three-year Higher
Secondary course in 1946. Gradually, the expectations from the
course were reduced with a reduction in the number of texts
prescribed. As against two texts prescribed for Intensive study
(including Poetry) and six for rapid reading, thus making a total
of eight, in the High School 1946 examination, in the same year's
Higher Secondary examination only seven texts (including Poetry)
.b d 15 were prescr1 e . In 1959, the number of prescribed texts was
further reduced to five. Though a still further reduction in the
number of prescribed texts did not take place in the 1966 and 1976
Hr. Sec. (Delhi Scheme) examinations, Poetry was included for non-.
detailed study as against its detailed study status earlier.
Also, the title of the papers is changed. Comprehension --Paper II --
is titled 'Comprehension (detailed Prose Text and Unseen)'.
Paper III, 'Comprehension--non-detailed Prose and Poetry)' replaces
Paper II --'English Prose~-and Pap~r III --'Poetry~-in 1959. This
reflects the expectation from the course.
15 The terminology 'rapid' and 'intensive' induces an attitude in the students suggesting that those for 'rapid' reading are not· to be read with attention. Any negative denomination like this is unsuitable.
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A significant change introduced in the 1966 All-India
Scheme examination was that Poetry and Prose were combined into
one paper as against two separate papers earlier. Even this one
paper was of two hours duration in place of three hours each for
the two papers earlier. Two prescribed texts, one Prose
selections and one Poetry selections were included for detailed
study and two others for non-detailed study, thus, making a total
of four which is one less than the number of texts prescribed
in the corresponding Higher Secondary (Delhi Scheme) examination.
This model for examination was again altered in the 1976 All-
India Scheme which was closer to the 1976 Delhi Scheme. Poetry
was included for non-detailed study and the total number of texts
in this selection was maintained at four in place of five in the
corresponding Delhi Scheme. The number of papers and examining
time were once again increased to match with the Delhi Scheme.
16 However, in 1976 the status of English at least theoretically
underwent a change in that it was no longer a compulsory subject
in both, the Delhi and All-India schemes of examination.
Nevertheless, care was taken to ensure that those
interested could optionally study English language and literature.
16English is one of the 24 optional languages. The English course comprises of 3 papers of 3 hours duration each whereas courses in all other languages comprise of 2 papers of 2 hours duration each. Indirectly, this is an admission of the special status of English.
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Consequently, the 1966 All-India Scheme introduced English
Language and Literature as one of the Elective (Optional)
subjects. This marked a significant trend as later in 1986 we
find the provision of language courses at the 'Core' and 'Elective'
levels albeit the 1966-1976 Delhi Scheme did not have the
provision of this option. The 'Core• course in English introduced
in 1986 is further simplified in that Poetry, Drama and Novel
are excluded and only three texts are prescribed - one prose text
and a book of short stories for detailed study and one prose
text for non-detailed study. The 'Elective• English course once
again takes care of those who wish to specialise in English
language and literature.
Another change that took place-from time to time was in
the allotment of marks to the different sections of the papers.
For instance, in 1966 Poetry and Prose carried weightage of 25 and
50 marks and in 1976, 15 and 35 marks respectively in Paper III
(non-detailed Prose and Poetry). This change was necessitated
by the fact that in 1966 the total weightage to English was
200 marks whereas in 1976 it was 150 marks and 25 of these
50 marks were reduced in Paper III. Table 5 also records within
brackets, (
of the paper.
), the allotment of marks to various sections
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To sum up - a great amount of experimentation has been
carried out. It appears that the changes have been inspired
by the changing perception of goals of English teaching and in
the course of the last fifty years the goals themselves have
been progressively diluted. The changes in the syllabus, therefore,
have not necessarily been geared to increase the proficiency of
the student but have been designed to accommodate lowered goals.
As one of the consequences the number of prescribed texts has
been progressively reduced. The concept of detailed/non-detailed
texts for intensive/rapid reading is, for example, introduced in
1946. This undervalues some texts as it seems to suggest that
though the texts are prescribed, they need not be read carefully.
The weightage of marks and examining time is also reduced for
each paper to 75 and 2 hours respectively in the introductory year
of the 1966 Higher Secondary (All-India Scheme) examination
though the examination time is later increased to 3 hours and
the marks to 100 in the same scheme of examination. The notes
and exercises appended to the texts are also grossly inadequate.
There are no instructions for the guidance of teachers and
students--only in the 1936 High School syllabus we have these
and subsequently they are missing. Though the status of English
has been revised and even though English has become an optional
subject from a compulsory one, it does not follow that standards
need no longer be maintained. The falling of standards is linked
with the progressive dilution of the status of the texts.
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So far, we have only considered the status of the
text in terms of the syllabus. We have not looked at the
appropriateness of texts which will be the subject matter of
our subsequent chapters.