Indian Writing In English

I Name: Poojaba S.Gohil
Class: M.A. Sem. 3
Paper no.: 12 A
Topic:Issues of English language in india
Submitted to: Smt.S.B. Gardi
Department of English
M.K. Bhavnagar University
Issues of teaching of English at the elementary stage:-
Included points:-
Influence of English language and beginning of English language teaching
Issues of teaching English in a multilingual/multi social/multicultural society
Some suggestions to improve English language in a multilingual and multicultural classrooms
Affected facts to acquisition of second language
Introduction:-
India is a multilingual country.there are so many different languages that mostly people from various States using in their day today rutine life. There are approximately 122 languages existed now a days. These all languages mainly affected by 5 language families-
Indo-Aryan,Dravidian, Austro-Asiatic,Tibato-Barman and Cemito-Hemitic and even uncountable dialects effects them largely. As a result, our Indian classrooms becomes a multicultural and multilingual classroom in which to give equal and proper justice to English language is become a task or challenge itself.
Introduction of English studies in India:-
Generally if we try to see then we can say that the routes of Indian culture spreads initially from Mohenjodaro or Hadappa-Lothal.during this time India which was like a small plant started to become a wide Ajubaa.in which approximately one million and billion people living human lives. (Population) here various languages,different ways of eating-making foods, uncountable rituals, customs are caring & serving side by side.no matter what if there are various reasons such as cultural variety or linguistic differences or any how if it's about dressing or rituals or variation in lifestyle based reasons-but yet India remains always an attractive culture for voluntaries or foreigners especially for foreign countries.
European were the first exited people who migrated from urban up from. Afterwards some of the representation of British people came to india for filled the aim of business.after observing India's that time's political condition they easily planned to highjack polititions in india.to gain people's respects through enough serving and policies they means Britishers had required a huge trainee class for that "Baabu Class."
"A class of persons,India in blood and colors.But English in taste in in of India, in morals and in interests."
For that parliament Britishers entered teaching methods that was based on British strategies.
So this way, such types of teaching methods has intension to create or establish such tribal class that can help them to rule over India and by using it they can take help to earn in their business.
Pre-independance English language teaching in India:-
Initially British East India company had no such interest that required the establishment of English teaching process except business or trade only. No doubt some attempts were done at that too such as Warren Hearings A British man permitted to open Madressa in kalkatta in 1781 and after that in 1800 Lord Wellesley established fort William cottage with intension to be aware as well as inform company's clients about Indian language and rituals. But those all attempts were at individuals no social or political force was there that can support to give it light. Apart from this Christian missionary leads for some opportunities to spread and flows of Christianity by English medium teaching,because that was the time when in India a particular crash was established that wanted such teaching methods from where they can get support of earning.
For that in 1813,British parliament prepared a law or chart in which every year about 1,00,000/-Rs.were decided to purchase for books publications and education. But there also some issues raised, like is this money can use for English literature and science education only..? Or it can be take in use in Indian language such as Sanskrit and other..? What about it's spread and flows..? In 1835,when Lord Macaulay granted English as official, educational and progressive language after that some universities were established in the cities some special courses and training were started to promo English education.
Post independent India and English language teaching in India:-
Unfortunately after independence also there was no change towards English education and it's objects and priorities and afert independence also English education continued as before. Today our relations with foreigne  countries are increasing and that almost deals in English and that's why may be interest towards English learning of people is increasing that shows glory or importance and significance of English language. There were so many confusions regarding the position of English language as well as other language and due to that many issues were created at that time. In 1961's counseling or meeting of state governance there was a decision was passed of Tribhasha that later on accepted in schools regularly.
1)Regional language
2)Hindi or any Indian language
3)English or any European language
To decrease the burden of learning and teaching various languages this may be tried but some each other's mentality towards particular language it also can not work properly.yet some organizations continued to work on it by suggesting particular rules and regulations. Such as in 1952,under Madras English language teaching it was attempted throughout was in 1954 with the corporation of British counselling in Allahabad English language teaching institute was started.
Aacharya Rammurti commission also worked to support Tribhasha Sutra and recommended some institutions to bring actuality in learning various languages to students.
At present, in India we can observe that people are willing to learn English and by using that to fulfill means of earning. That's why in India 18 official regional languages are existed but yet English considers as India's associate official language.
Multilingualism and multiculturalism is the biggest problem for Indian classrooms for English education. Let's know these two problems creates distances in classroom and how English language become a challenge.
Issues of teaching English in a multilingual or multi social or multicultural society:-
India means a country of versatility and wider heritage of culture. Not only in culture and social variation it has but also with it has also variations in regional rules and rituals, casts, religions, trades, way of living life and there is also versatility in language.
Annamalia 2001 quoted:-
"Indian multilingualism is huge in size, having 1620 mother tongues reduced to 200 languages with the population of many minorities longer than European countries."
Indian language basically comes or driven from main English families such as Info Aryan,Tibato Burman and Austro Asiatic. Superiority and versatility between different languages based on it's social, cultural and geometrical differences this shows that every language has it's own social and cultural heritage. To keep in mind this multilingual and multicultural or multi social classrooms are imagined.
-Multilingualism
Three language formula was suggested by Indian government in Indian education council. Under this students have to compulsorily learn two other languages apart from their own first language or mother tongue. These two languages are starting to learn during higher secondary education. If student's mother tongue is Gujarati then he has to learn Hindi and English except that Sanskrit also learn in higher secondary education so this way, our classroom is multilingual classroom.in which two types of languages learning can find. Pupils learn two languages through two ways:Oral and Practical.
Being language teacher, they have to pass some challenges in classroom they do multilingualism.
Issues in teaching English in a multilingual classrooms:-
Natural flow that students use to learn mother tongue can not be as same as in learning second language.in fact, to learn L2 and L3 he take support of mother tongue,so on new language there may be remains some pronunciations of mother tongue's words and structures of sentences which can be obstacle for them to learn English language.
Sentence patterns:-
The another problem of multilingual classroom is of sentence patterns.
Sentence structure of English language is quite different from the sentence structure of Gujarati language and that's why may be students feels problems in learning English language in multilingual classroom.
English sentence pattern:-SVO
Subject Verb Object
Gujarati sentence pattern:-SOV
Subject Object English sentence patterns:-
For example:-
English structure
Reshma (S) is playing (V) cricket (O).
Gujrati structure
Reshma (S) Cricket (O) rami rahi che (V).
In Gujarati language,simple sentence can be turn to introgative sentence after adding question mark only.(?)
For example:-
Kale shala ma raja che.(Simple sentence)
Kale shala ma raja che..? (Introgative sentence)
While in English language, there are some required changes also has to do while turn simple sentence into introgative sentence.
For example:-
Dhawani is in standard 10th. (Simple sentence)
Is Dhawani in standard 10th..? ( Introgative sentence)
Even in English language order of words means position of words in sentence is most important. If we try to change the position of word then it may happen that the meaning of sentence may be also changed.
For example:-
Housewives love watching TV in the afternoon.
Here in this sentence if we try to change words such as we change the word Housewives then it will change the meaning of the sentence but the same sentence we can use in Gujarati language as without change in meaning even.
For example:-
Bapore Gruhinio ne TV jovu game che.
Gruhinio ne bapore TV jovu game che.
Tv jovu Gruhinio ne game che.

So sometimes some changes in words can also not effect the meaning of the sentence. But the difference between these two English and Gujrati language learning can effect our learning process of students also.and they may done mistakes that can be problem in learning as well.
Difference between the sound system of two languages:-
Student's multilingualism techniques sometimes become obstacle in pronunciation of words of English language.students pronunciate words of learning language. In Gujrati language pronunciation of English ang L1 has no difference so not only in classrooms but also in day today conversation when we listen pronunciated words from someone we get mispronunciation also and that may be turn to misinterpretation also.
For example:-
The snakes get serverd in the hole instead of snakes in the Hall.
Difference between written and spoken words:-
Like Indian languages Gujrati language is also written words with the same pronunciation while in English words writing and pronunciation looks different. Even some words of English language are silent.
For example:-
Budget (D)
Listen (T)
Science (E)
Island (S)
Psychology (P)
Knight (K)
It may create problem in learning English language for students.
Change of verb according to the number or gender:-
In Indian languages the verbs changes according to the gender and number, but in English it is not so.
For example:-
Kavya is drawing a picture.
Ved is drawing a picture.
Kavya and Ved are drawing pictures.
The change of objective according to the gender.
In Gujrati and other Indian language the objectives change according to the gender but in English language it does not.
Gujarati syntax:-
Aa kevo bhavya mahel che..!
Aa kevi sundar savar che..!
Aa maja drashya che..!
English syntax:-
What a beautiful scene is this..!
What a lovely picture..!
What a magnificent palace is this..!
So in this way after looked upon the challenges and problems in learning English language multilingual classroom let's turn to think on the effects on students of multiculturalism or multisocialism in classroom during language learning.
Multiculturalism or multisocialism:-
Each language shows it's user's social tequireme,rituals, religious, sentiments,emotions, cultural heritage and so that's why it is rightly quoted that,
"Language are the expressive dimension."
If a person know more than one society or culture then he can communicate with same sign I finance during teaching of learning English language as L2 second language there are so many possible challenges are before a teacher. And out of them multiculturalism or multisocialism is one.students are come from different social environment in our classrooms, they also differ from each other in the matter of social,emotional, cultural, economical, regional etc..their understanding, meditative attitude and mentally social requirements are mostly differ from each other. To teach such types of multisocial and multicultural Indian students is become a challenge for teachers.
Issues involved in a multicultural or multisocial classrooms or differences in social cultural classrooms:-
In this multisocial classrooms some rural or some semirural or some urban students studies sitting with each other. In each environment some students of English language reading and writing are clever and talented but due to lack of proper atmosphere they can't communicate in English and other and having different sociocultural background they can't even match with students.
Gap between kinship terms:-
In Indian language and English language we can find some differences in relatively nouns. In indian family we call each relatives differently while in English this can not be find.
For example:-
Gujrati language-Mama Mami
Kaka Kaki
Dada Dadi
Nana Nani
Bhai Bhabhi
Hindi language-Mama Mami
Chacha Chachi
Dada Dadi
Nana Nani
English language-Uncle Aunty
Uncle Aunty for kaka kaki
GrandMother Grandfather
Gap in pronominal structure inter personal relations:-
"Every language has its unique system of linguistic etiquettes and formalities."
Our Indian language also follow some rules to show interpersonal relationship.
Here plural forms means Bahuvachan is used to show feelings towards someone.
Especially if he is elder or older or unknown or has special position or special stage.
Such as Lata Mangeshkar ek pratishthit gayakkaar che. Temne sangit khetra ma potanu aagvu yogdaan apyu che.
While in English no such courses are use to show respects. That's why may be sometimes students uses he or she instead of they for olders too.
Pronominal structure interpersonal relations:-
English-I or We
You or You
He She It
This or These
That or Those
Gujarati-Hu Ame
Tu Tame
Te
Teni Teo
Aa
Pelu Peli
By above table we can see that in Indian language second person pronounce has different forms while in English language we can't find the same.
Let's see some of the suggestions to face challenges of multilingual and multisocial or multicultural classrooms:-
Language structure should have varietal personality and his way of teaching should be new and fresh it's even important.
The teaching learning process in English should be more interactive and communicative in which students should be equal participants.
To level or rather decrese the effects of multiculturalism and multisocialism in classrooms English language teacher should be inspires to students for participants in classrooms activities.
English language teacher should not only concerns with chalk and talk method in classrooms but with that he also should use various initiative teaching methods.
In language learning classrooms with the method of teaching learning theory teacher should be enough basic on listening speaking activities more.
Learners of English language can also get the opportunities of oral work in classrooms and out of the classrooms and such responsibilities teach should handel.
In classrooms students can get enough chance of listening and thinking particular answer and also do different activities and answering it well and on for that teacher should plan accordingly.
English classrooms should be more interactive. If English language teacher can creates such atmosphere for students to communicate in English. And take part in classrooms activities without any shy or hesitation.
English language teacher should be plan for such classrooms activities in which more and more refrences,authentical material and various related specimens from different literature can be provided to the students and by that they can part in maximum activities and that English language more and more.
Factors affecting acquisition of second language:-
Inputs-Result
Language evidences
Provided time for education
Quality
Teaching aids
Characteristics-Student's age
First language is knowledge
Different capacity
Personality
Social factors
Sum up,attempts to reach upto the meaning in their inter communication.
Conclusion:-
Multilingualistic and multisocialism and multiculturalism is one of the most effected problem of English language education in classrooms and outside.and special in indian countries where such social culture geometric regional and some other versatality are based to control for english language teacher.but yet,by understanding classroom's atmosphere and changing it accordingly.with the changing of his own teaching methods by including some different ideas and techniques being a english language teacher such obstacles or challenge solve at some major points and can make english language teaching effective.