Pitched battle for English
MANOHAR YADAV
|
English has to be stripped of its elitist status, say those who insist on early introduction of the language in Kannada primary schools. Others argue that a child cannot be burdened with too many languages. The ground reality is very complex
|
EMPOWERING LANGUAGE English alone may not make these children fit for the competitive job market, though it is an important enabling tool
The idea of introducing English as a language from the first standard in Kannada primary schools is gaining ground in Karnataka. Particularly, with some social outfits, intellectuals and DSS activists, making a very strong case for its implementation. English already exists as a subject, being taught from fifth standard onwards, where the learning of alphabets begins. However, the demand now is that English be made a compulsory subject of study in Kannada primary schools right from the first year of school. Many rational arguments have been extended in favour of this cause and those who oppose it have expressed a fear of belittling and betraying the Kannada language.
Wrong fears
Actually the fear of opponents is wrongly nursed. In reality and strictly from the viewpoint of language, there arises no question of belittling Kannada or, for that matter, any other language, in the face of introduction of English as a language at any level of schooling. Because of the continued ignorance of English language among a larger section of the people, it has assumed a superior significance over the rest of the languages. In fact, English has become a psychological problem of not only the common man, but also of the better educated. The educated themselves accord more importance to English over their own mother tongue. And for the common man, the English speaking section is a straight drop down from heaven, looked upon as Gods, whether or not they speak the language properly. In fact, in any context, people who speak English draw the attention of people, both the educated and uneducated groups. By keeping people out of any access to English language, undue value is created for it at the cost of any other regional languages. If a hero in a Kannada film were to raise in the esteem of his lady love, English is the sure route. And so, you'll have him spewing out some lines in English and have his beloved floored. English is the most essential commodity in the marriage market too. The English language has gained such undue importance simply because it has been saved as a scarce and precious commodity for a certain class of people. Our own, Kannada litterateurs feel their discourse is incomplete without a generous sprinkling of instances from English literature. Hence, those who oppose the introduction of English language, are only lowering the status of Kannada. Personally, one feels that there is no valid reason to oppose the introduction of English language at any level of the primary schooling.
Further, the fear of English language seems to have confined itself only to Kannada writers. It is they who have fostered the fear of English with politicians compounding it. May be they have a literary interest in that? And that is why, they with the Kannada film industry, have bestowed a spiritual status to Kannada language. Although they have been successful in making Kannada a sensitive issue, it is clear that the common people have nothing to do with this fear. But the question that needs to be asked is that why should common people alone be the victims of blind adherence to Kannada language when politicians, administrators, professors and all votaries of Kannada language educate their children only in English. Prof. Chandrashekhar Patil, the leading figure in the group that opposes the early introduction of English language, has himself made his career as an English teacher in Karnataka University. Well, post-retirement, has he changed stances? The problem with Dalits and backward classes is that they have always been shown as a group that is left behind, unable to cope with the demands of the time. At this juncture, one should, I think, pertinently argue that early introduction of English provides some amount of linguistic competence to the children concerned. And as has been proved scientifically, the child has the capacity to grasp at least four languages simultaneously.
But there is no hard rule as to where one should begin to learn English. The advocates of English should know that learning any language at any stage of life is not at all a difficult thing. So learning English is not a very great thing. What is important is the approach of making it a current reality. That the poor and not so privileged classes shouldn't lose out on opportunities is why the pro-English group is pressing for its early introduction. Apart from this, they should also train the deserving ones among Dalits and backward classes in applied English. This will certainly enable them to compete in an English oriented market.
But will English alone make them fit for competition? One has to counter the many other constraints than what appears to be just a lack of English knowledge. English is a cultural factor. But there are material, social and other cultural components which have a strong say in making one a successful man or woman.
Other resources
The rich and middle class parents endow their children with various socio-cultural resources, which the poor parents will not be able to do. This endowing process creates a sort of gap between the rich and the poor children, ultimately leading to a kind of unequal attainments, say in terms of performance at school etc. And at last, this inequality of abilities will continue to persist at the level of open competition in the wider job market, resulting in unequal achievements. No wonder if, even after introduction of English at any level of schooling, what Prof. Pierre Bourdieu called "hierarchies of attainment", will continue to operate in several areas of competition. Thus what is important is vesting the children with quality education.
Yet, the reason for the introduction of English language from first standard onwards in Kannada primary schools is a genuine one, notwithstanding the fact that it will not bring about any taken for granted and immediate benefit in the lives of those kids in whose interest it is sought. It will only act as one of the best tools in the making of a better career.
Printer friendly
page
Send this article to Friends by
E-Mail
Entertainment
Bangalore
Chennai and Tamil Nadu
Delhi
Hyderabad
Thiruvananthapuram
