English Notes PDF

1mp_ort.mt \\ 1,.k l) an :cp lccJ tha t lb~ Lu gli sh la11guagl!---1s the rno ~l It _is the wo t Id. It 1, hcc:ui sc nf tis im rorta...

1mp_ort.mt \\ 1,.k l) an :cp lccJ tha t lb~ Lu gli sh la11guagl!---1s the rno ~l It _is the wo t Id. It 1, hcc:ui sc nf tis im rortance that there has liccn 0 mtcmattonal l,m gua gc in 1 c~ of ur E.u glis h. Ou c to the ~pi cad of Lng_lish, numerous new varicti worldwitk spt cad tn& n cre ate d. Fo r ins tan ce tht· 111tcrnct1on between the 8rilfsh and English h,1,c bcr ' ~ Ind ian F:nglish. In addressing the top ic, new , ari cty of En gli sh cal led lnaians created a cJcvclopm enl of the Engli sh lan guage in to dea l wit h the at riva l anc J this paper aims ed cur ren t sta tus. Fo r this pur pos e, a historica l ou tlin e wi ll be follow India as well as 1ts th the.most tur es of Ind ian En glis h as we ll as the proficiency, ending wi b) the fea spo ken languages. in Ind ia. in Ind ia since ht the importance of the English Consequently, it is vital to highlig the ken in the cou ntr y for fou r centuries, establishing itse lf as English has been spo despite not gua ge for mo st Ind ian s. Ind ia contains more than 600 languages second lan He nce , we wil l see how difficult it has been for lndjans to all of them are official. _tion of nda rd lan gua ge in Ind ia. Th is essay will also give a brief descrie establish a sta gua ges in the cou ntr y, inc lud ing a table in section 3.1 that wiU the most important lan t English is num ber of use rs of eac h lan guage. Still, despite the fact tha provide tbe g ny of its spe ake rs in Ind ia are not full y proficient, makin extensively spoken, ma Chinese or proficienc y a big con cer n due to the fact that in th is respect, the English h in y mu ch ahe ad of Ind ian s. Fin ally _, there is a debate wbether_Englis Japanese are ver order to handle this ia should be con sid ere d as a second or a foreign langua ge. In Ind ee Circles ofEnglish. Neverthe less, other models debate, we wil l foc us on Ka chr u 's Thr ntioned as well. from different scholars will be me ge, proficiency, lndin, variety. Key words : English, second langua Q) 3 j Introduction Qvci' lha.\usl fqtH ~~nturics, the Pngli~h lang11ugu ha~ g_aincd a 1muor relevance in lodia, growing 1;:iv c.11 faster tu lhi.:. luJ~l cmtplt uf ccnlmic.s. duo Lo the importance of lhc langu.ig_c ln intcmotiona1 eummu11k.1Lion. The English l~1ngu_agc i~ considered as 3 funt\runcnlal loo\ no\ on\y for international uommunlcallon but also for other areas fike education. English has. become the second mo~t widely spoken langurrgc in lndta, overtaking, the tnorc thnn ~00 languages spoklln in lho country, only behind I lindi. lt_.is beltcved lhal the Standard lndian English is spoken by almosi 130 milli.on lndfans, much moro than i1, the UK. The aim of this paper is to analyse the arrival, development and the current status of the English language in lndia. ln doing that, we will focus on the sociolinguistic aspect of the use of English, providing essential data. This paper will start with a historical outline in section 2, with mentioning the East India Company and their influence in the,. introduction of the English language in the country. ln subsections 2.5, the focal point wi II be on the nativization of the English as well as debate on whether it is a second or a foreign language. Section 3 will discuss India today, beginning with a description of the main regional languages spoken in India. Subsections 3.2 and 3.3 will supply a description of the linguistic features of Standard Indian English as well as the situation of Indian English as an International Language. Section 3 will conclude with an analysis of the current situation regarding English proficiency. In this subsection (3.4), f will also make a comparison between the Engf\sh level of the upper ant.I lower social classes. Finally, the conclusion section will provid.e a summary of the paper as well as some thoughts of this student. 4  2. 1 ln trod ucHo n:... r ngl,sh as stared bY ii.morhy J. Scrnse , not only imp,,~ m.. ob lon. r, u m gc:11,n~ a hc.Hi-r J ' 11 " wants of the Brili !;h administrators carecyt"ttle for the cultural Indi an millions. "It was inevitable that culture shou and civilization at its lowe ~t ebb: no wonder 18 111 - ld be in jeopardy r- \-u,,1f' century India was 5 culturally little better than a waste land". pean type of Britishers did not want the spread of- Euro mentioned in lhe Education in lndia. They felt, as bas been education wou ld parliamentary papers ( I 852- 53), thal western -was lhc case wilh enable India ns to challenge the alien rule as ation of Indians. America. And when they turned to promote l11e educ so. They adopted it was a AOlitica\ necessity lhat mad e them do learning for their orientalism or encourageme nt of classical missia.nnrics like educational policy~ which was opposed by the English to lhc C'ha!'\c1, Grant (1746-1 823) whose plan was ro leach 7 pct>ple ol' lr11.11a. 53  a11glici'>ls'.... nnd 1 Mrn1m hik a ~'· , ht:twccn, COllltovci sy ,tfO,'- 'oucntollsls '. 1t withhl'ld the smoolh progrci;s or Fnglii;h in lml1a. n Jhc '01irntall~t-i' advocated lhe rcvivn l of S:rn;;krit and f'cr~iu lc:m1ing. But (ht nnh:u Iltndu leaders like Raja Ram Moluu, Roy am\ C'hrii;tinn mi$sionat1es IJkc. WdlHllll Carey advocated Western as educ.atwn tlm,mgh Lhe medium of En~li.!;h. Thi~ missionary effort, H.R. James opined, was powerfully supported hy those progrcs~ivc l \inJu~ "ho symboli,ed "a new found des.ire on the part of the nati\l~S oflndia for a share in the know ledge and Lraining which ,they of discerned to be a large part of the secret of the superior effi ciency strong and the nations from the west, and the source..of wJrnl was 8 admirable in English character". and Then the people belonging to the middle class advocated of rulers. aspired their education in English, wbich was the language es them They saw that the capacity to speak and write English enabl a decent for lucrative posts under government, which provided income and an important status in the society. Raja RamMohan Roy took the issue wiLh all seriousness. He sal by was against oriental policy of education. When a propo rit General Committee of public instniction for funding a Sansk rst on college in Calcutta was put forward, he wrote to Lord Amhe be lhe 11t December, 191"3 "the Sanskrit system of education would h the best calculated to keep this country in darkness if such had been native pol'lcy of the British legislator. Bl11 as the improvcmenf"'o ( the y populati'on is the object of the govcrnrncnt, it will consequentl tion, promote a more liberal and enlightened system of instruc y embracing_,mathcmaucs, natuml philosophy, chcmi~try and anatom d by with other useful sciences- which muy be uccomplishc 54 cm-ploying a 1ew gentlemen of talents and lcami0£ educated in l;.uropc, and pro\!l-. , I'" hI 11 g._I n.Jnd t_a. He said, " the tcndcnc.;y of tbe Jawahill lal Nd11"t!i. l' tJltlla..I ( flit rcg1n11al language to become l.!1% 1 the need h11., Ill I 1 ·u 4.!..: the ,nedlurn for univcr..51ly c!iluvtttion, though desirable in 111any ways. may well lead to 1hc isolation of sucb unLvers1tic-; from the rest of India, unl ess there is a link in la the shape of an All-India' C language.'' h 1963 The Regional 111~1, 1 ll l' ~' English was Sl"l un ht l~tlllg..i lurc. L - -.!-- ------------" D The aim was to survey the thi: 1967 A Stu,Q_Y Group Rt:p t>I I llll nuture of the study of...Eoglisb Study of English 111 1·1.Jl.l \\ii ~ in India. t prepared.l.ri.. thl' \1 111 ,,tr, ol Education. Gn\ l ul ltrd1a. This was the result of regiooal The UGC Syllalw~ Iu :ldun. and national workshops 1977 conducted by the UGC to examine the syllabuses of various universities in order 10 updare and irnprove- them. The nim was to shift focus in The Currkufu nil )l· , l, ,pJ11.!.'.11l curriculum designing from 1987 I I I , d-.\'.,a s Center (GDC). 11 ll'.,1chrng__ tn learning and make ~etup ID' 1hc 1j(, t ' 11 11r~d ba,1:ll un ~ snowballing effect. '"-\ ,) '.\.'l\.'.S1.J u 1 The first cc1111\· '".' "., I. AllahabacJ. 1957 The Nagp ,...-... Iecturerc5 rUr1 ·,')t: 111111:1 1 l u 1 lral. n ·.11g llJ1 l14.i11 , It can1e llp With n1ng collG:~ -s. re commend · t· ct to ns co. 11 r a six~ Y1.:ar -. course tn En ' I° h nvo tvL g IS' v.,). I · ng tht! Lise of 3000 \ It s HlcJ :\ 00. struc tures. 7o