Tamil Nadu - Coimbatore   

`Many postgraduates in English cannot greet somebody in good English

N. Krishnaswamy

From masters in Tamil literature to tutelage under Noam Chomsky, N. Krishnaswamy has come a full circle in language and linguistics. This former Dean of the Central Institute of English and Foreign Languages (CIEFL) holds masters in Tamil, English and Linguistics as well as a doctorate in Linguistics. He has authored nearly 100 books. Prof Krishnaswamy talks to Karthik Madhavan on the urgent need to go in for a fresh approach to English language teaching.

Asked on what is wrong with English language teaching in India, the Professor says the problems are many. But then it can broadly be classified into three categories - syllabi, teachers and students - the important players in a teaching-learning process.

The problem with the English syllabi in Indian Universities is that we are teaching the same old works when they have little relevance in the modern context. Teaching such works is a specialised field, say, like nuclear science, and you don't teach that to everyone.

In today's world political climate, social environment, needs of the economy, etc. are different from what they were when English was introduced in colleges in India about 150 years ago. Now it is imperative to frame syllabi that will have Indianess and fulfil modern business needs.

``On teachers, I can confidently say that in most universities the faculty depend upon notes, which was given to them by their professors. In 50 years nothing has changed. Today's teachers hardly read the original text; they just rely on guides to teach students,'' the professor said.

Students are no better. Post-graduate students in English in many parts of the country just cannot greet somebody in good English. It is these students who are tomorrow's teachers. Just imagine the standard of English in this country!

On the change in English syllabi he says: "As I mentioned earlier a lot of Indian English content should be included.''

By doing so there will be social relevance, which most of our students will be able to relate. The social climate in most of the English works we are teaching today are alien to our students. Instead students should be made to study Tenali Raman and Birbal. The work of English comic strips in this regard is welcome. Likewise, Ramayana and Mahabharata should be taught in higher classes. In fact, we have launched a project called Heritage English. Apart from this there should be ideology in teaching English.

On ideology in teaching: "Our ideology in teaching English can be social empowerment. Say, you are explaining students what pesticide is. Tell them what fratricide is and then list words that end in `cide'. Explain them the evils of foeticide and make them read reports of such happenings to elicit opinion from them. It will not only encourage participation in class but also help them grow to be a socially awakened citizen.

On call centres and BPOs looking for good English-speaking graduates, but are not getting many, Mr. Krishnaswamy points out that nowhere is this schism better reflected than in what is supplied from Indian universities and demanded by the ITeS industries. "Our students are not able to greet somebody in English. If we are to bridge this gulf we must start right from the primary school level, very soon. In the globalised world English sells.

And, remember the Chinese and Japanese are fast catching up. We have hardly any time to lose,'' he says.

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