CHAPTER – 1

PROBLEMATIZING ENGLISH

1.0 THE ENGLISH LANGUAGE AND ITS IMPORTANCE:

Language is the quality that sets human beings apart from all other
living creatures. It is, basically, a systematic means of communication using
sounds.

There are thousands of languages spoken in the world but English is

the most widely spoken language. As far as the number of native speakers is
concerned, there are many more Chinese speakers than native English
speakers but Chinese is spoken little outside of Chinese communities. So,
English is the most widely used language in the world, even though it does
not have the greatest number of speakers in the world. English has become
one of the most important world languages. In some countries, English is the
native language. It has that role in the United Kingdom, the United States,
Canada, Australia, New Zealand and Ireland. In other countries, English is
widely used, particularly among people who have no other language in
common, even though it is not the dominant language of the country. For
example, English is widely used in Hong Kong, Singapore, Nigeria and
Philippines. It is used as a medium of communication between people who
have different native languages. It is one of the favoured foreign languages
taught in many countries e.g. China, Russia and Germany. According to
some estimates there are two billions users of English all over the world. The
spread of English around the world has been classified by Kachru (2005:4).
'The inner circle is represented by greater Asia, Australia and New Zealand,
where English functions primarily as a first language in majority of cases,
though that profile is very dynamic. The outer circle is represented by
countries like India, Singapore and the Philippines. In these countries,
English is used as an institutionalized additional language. And the
expanding circle is represented, by countries like China, Thailand, Taiwan
and Korea, where English continues to be used primarily as a foreign
language. However, dynamics of English in the Expanding Circle is fast
changing.'

The statistical report comes from U.S. News and World Report in its
special report entitled ‘English out to conquer the world’ (Feb 18, 1985). It
says that English is spoken here, there and everywhere: ’what the French call
La-Langue du Coca-Cola now dominates the globe in a way that no other
tongue has since ancient Latin reached civilization’s farthest shores …. It
began as a rude tongue spoken by oared war-ships at the onset of the Dark
Ages. Today, 1500 years later, the English language encompasses the globe….
English has become to the modern world what Latin was to the ancients,
dominating the planet as a medium of exchange in science technology,
commerce, tourism, diplomacy and pop culture. Indeed so wide is its sweep
that 345 million people use English as their first language and an additional
400 millions as their second….Initially, the language spread with the British
Empire. After World War II, English with a twist – American jargon – circled
the globe, boosted by U.S. economic and political power. Finally, the
language captured the lead in the knowledge explosion: English is the
medium for 80 percent of the information stored in computers around the
world….1 of every 7 people in the world claim some knowledge of English…
English is the native language of 12 countries and an official or semi-official
tongue in 33 others where it is used to conduct at least some government
business. Further, it is either a required subject or one widely studied in the
schools of at least 56 additional countries… Japanese high-school graduates,
after six years of required English, often enroll, in professional English –
language schools to qualify for better job… So popular is English that France
has 150 professional language schools that teach it… In Italy, English is a
must for many technical jobs… (Krishnaswamy & Burde, 1998:6).

The importance of English is not in how many people speak it but

what it is used for. English is commonly used as a medium for the
communication of information and News. A very large percentage of
newspapers are published in English in the world. Even in countries where
English is a minority language, there is at least one newspaper in English.
The English language has been an important medium of the press, television
and radio. The English advertisements e.g. posters, shop sign, displays are
noticeable even in the countries where English has no special status. English
is a major language of international business, diplomacy, science, the
professions and of millions of pages of knowledge created every year. It is a
language of trade and business. English is the ‘Lingua franca’ to
communicate with people around the world via fax and electronic mail. Signs
in shop-windows are most commonly in English. American and British
popular music and movies are in evidence in almost every country. Its
influence can be seen on our cultural and social life. Its presence can be felt in
our daily life.

The most common language of communication in the field of science,

technology and academics is English. This common language is referred to as
a ‘Langua franca’. It is not only used between non-native speakers and native
speakers but between non-native speakers also. Tourism is also dependent on
the English language. It is important to be in touch with the latest thinking.
The most advanced discoveries and inventions in science and technology are
being made in English. English embodies the world’s knowledge and
literature. "The rapidly growing interest in English cuts across political and
ideological lines because of the convenience of a lingua franca increasingly
used as a second language in important areas of the world. Demands for help
in learning English are, therefore, widespread. English is a key which opens
doors to scientific and technical knowledge indispensable to the economic
and political development of vast areas of the world. An increase in the
knowledge of English can contribute directly to greater understanding
among nations. It can also be the means of assuring access to a treasure house
of man’s knowledge about himself– about his political experiments, his
philosophies, and his inner human needs." (Quirk, 1962: 7).

No language can gain the importance and international status if it does

not have a strong power base either economic or political viewed from the
historical perspective. Latin became the international language throughout
the Roman Empire because Romans were powerful. The British emerged as
the only political power that had full control over the economy of the world.
During the 19th century, British political imperialism had sent English around
the globe, so that it was “a language on which the sun never sets” (Crystal,
1997: 8). So, without a strong power-base whether economic or political, no
language can achieve the status of an international language.

Due to the colonical development in various parts of the world,

different varieties of English also developed such as pidgin English and
Creole English which was spoken as a means of communication for the
business purposes. As we know there is always a close link between power
and language. Despite the fact that English became the first language of a few
British colonies, "the standard British English was becoming a prestige
variety throughout the area because of the emerging political influence of
British." (Crystal, 1993: 133).

By the end of the 20th century America emerged as the world’s

supreme power. The new industrial revolution has totally changed the
scenario. The impact of this new terminology of technological and scientific
advance is visible in the English language also. Thousand of new words have
been added to the English lexicon. English language is changing, growing.
Now individuals communicate with each other in the way they find easiest.
Though, some radical prescriptive linguists and language academics are of
the view that English speakers should aim for ‘Received eronunciation, but
on the other hand, descriptive grammarians may even go further, saying, that
if two foreigners using English as ‘Lingua Franca’ can make themselves
understood, even though they are incorrect, according to standard English,
there is no problem’.

The status of English apart from its historical legacy has recently
acquired new dimensions. After the fall of the Soviet-Union and the
emergence of U.S.A. as the only super-power, English is perhaps the only
language used by a very large number of people in the world. The world has
become a ‘global economic village' and English has achieved the status of
'global language'. It is like ‘a glue’ that united all the colonial countries.
English as a global language provides an easy access to the world
community. It is no longer the prerogative of English people alone. Today,
the people who speak English are not necessarily born-in-England. It is no
longer the monopoly of English people. It is not confined to England only.
There was a time when English reigned supreme but now English is no
longer the sign of nationality. America and England both have shown that
national identity can be competitive even while using the same language.
Now “English is so widely established that it can no longer be thought of as
owned by any single nation.” (Crystal: 1997: 21)

There are two main reasons responsible for the world status of English
language. First, the expansion of British colonial power in the 19th century
and second the emergence of U.S.A. as the supreme economic power of the
20th century. As a result when the new technologies brought new linguistic
opportunities, English emerged as an international language which has not
only affected the various aspects of society, the press, advertisements,
broadcasting, transport, communication etc. but also blurred all the national
boundaries.

Due to the growth of competitive industry, and English being the

medium of a great deal of the world’s knowledge, its demand is increasing
day by day. English is required to keep oneself in touch with the latest
thinking and development. It is now the language most widely taught as
‘foreign language’ in China, Japan and Middle East countries. People learned
it as a most favoured foreign language because it is a passport to enter into
the cream of World of Scholarship. Stern (1987) is of the view that English is
learnt across the world as a means of “international communication across
national boundaries among the speakers of other countries." Survival without
English is, almost impossible. No country can progress, at the international
level without the knowledge of English language. Realising the importance of
English, China is importing English teachers from India. Today ‘Learning
and teaching of English’ (ELT) has developed into a big industry. At present
English has a market potential. The demand for English has given rise to
many language-teaching institutions, various courses in English, BBC English
teaching telecasts etc. Book trade is at its peak and flourishing day by day.
Not only has this, teaching of English created thousands of jobs for speakers
of English. It has also created the revolutionary information technology,
which had English as a tool of communication. The market for teaching of
English is at full boom. The modern world has witnessed a number of new
English's being floated e.g. Indian, Nigerian, Singaporean and Bangladeshi.
This is the result of English speaking elites of Ex-colonies still continuing
with their loyalty to the English languages. Their promotion of various
varieties of English under different national labels is a well thought out
strategy used in the ‘language trade’. They are now creating their own
‘empire’ as modern technology, modern power games and modern methods
of business are linked with the language. “The global market for English
language teaching and learning will definitely expand over the next quarter
of a century.” (Krishnaswamy & Burde, 1988)

1.1 THE PLACE OF ENGLISH IN INDIA:

The English language in India is a legacy of the ‘Raj’ and its origin lies
in the British rule when the British East India Company was given
permission to do business with India. In the 16th century, a handful of people
came to India and established a trade centre in Surat and then moved to
Madras, Bombay and Calcutta. It was then that the Indians came into contact
with Englishmen for the first time; English Education was given only to the
children of Anglo-Indians. In the 18th century the company established a firm
foot on the soil of India. With the passage of time, they gained political power
and slowly colonized India.

This history of British colonization and the introduction of English are

inter-related. To understand its impact and its influence on the people, the
history of English education in India can be divided into different phases.
The first phase is referred to as the ‘missionary phase’ when Christian
missionaries came to India to spread western 'light and knowledge'. The
main purpose of these missionaries was to ‘proselytize’ the people to their
religion but this conversion was done in Indian languages. So, initial efforts
were made by these missionaries who opened protestant missionary schools
in order to impart knowledge of their culture and religion. But, in 1765, the
work of missionaries was stopped. This created resentment among
missionaries. Lord Grant played an important role in the renewal of the
missionary ‘clause’. He felt that ‘the true curse of darkness in the introduction
of light. The Hindoos err, because they are ignorant and their errors have
never fairly been laid before them. The communication of our light and
knowledge to them would prove the best remedy for their disorders’
(Kachru, 1983:20). These missionaries were helpful in planting English in
India but their contribution in spreading English is negligible.

English was introduced for specific administrative functions.

However, in India it did not come in use for a long time as the native Indians
had a highly cultivated language and culture of their own. It remained the
language of trade and business. Under the imperial rule, it was considered a
foreign language that came to India with the arrival of the British. That might
be one reason why it could not become the first language of ordinary people.
Till the 18th century, English remained the language of political, official and
bureaucratic function.
 As the Indian education system was not well-organized at that time,
colonial administration thought of introducing a new education policy. In
1854 the education policy was formulated as a part of the political policy. But,
at that time, the language question became a topic of hot debate. The first
person to pay attention to this problem was Lord Maculay who played an
important role in introducing English in India. In one of his Minutes he
wrote, “The problem in India is that we have to educate a people who cannot
at present be educated by means of their mother tongue. We must teach them
some foreign languages. The claims of our own language it is hardly
necessary to recapitulate. It stands pre-eminent even among the languages of
the west… whoever knows that language has ready access to a vast
intellectual wealth which all the wisest nations of the earth have created and
hoarded in the course of ninety generations...[English] is likely to become the
language of commence throughout the seas of the East. It is the language of
two great European communities which are rising, the one in the South of
Africa, the other in Australasia… whether we look at the intrinsic value of
our literature or the particular situation of [India], we shall see the strongest
reason to think that, of all foreign of tongues, the English tongue is that
which would be is the most useful to our native subjects.” (Quirk, 1978: 12).

The second phase termed as ‘local demand’ because a demand for

English was made by the local natives of India for their own interest. Raja
Rammohan Roy who was fascinated with the progress of the west and
English knowledge, expressed himself in the favour of English education. He
wanted young Indian to be exposed to scientific knowledge. He was strongly
against the Sanskrit education system and wrote a letter to Lord Amherst to
allocate funds for “employing European gentleman of talent and educated to
instruct the natives of India in mathematics, natural philosophy, chemistry
and other useful sciences, which the natives of Europe have carried to a
degree of perfection that has raised them above the inhabitants of other parts
of the world”. (Kachru, 1982: 355). These words of Raja Rammohan Roy
created a controversy among the anglicists and the Orientalists and this
resulted in the third phase.

The British were a little hesitant to introduce the English education

system, but their hands were strengthened by Raja Rammohan Roy who
preferred English to Indian languages. Even the British were divided on the
issue of introduction of English. The strongest person among the anglicists
was Lord Macaulay, who felt the need to create a subculture in India "a class
who may be interpreters between us and the millions whom we govern, a
class of persons Indian in blood and colour, but English in taste, in opinion,
in morals and in intellectual" (Parasher, 1991: 33). But his Minute was not
easily passed. Ultimately, after a long discussion, the Minute got the final
authority of approval. The then Viceroy of India, Lord William Bentinck,
himself felt that instead of mastering so many languages, one language
should be introduced. Moreover, the plea made by Raja Rammohan Roy
suited the British who wanted to organize a mass of cheap clerks who could
speak and write English, to run their system smoothly. So, Macaulay laid the
foundation of English language in India. He wanted to create ‘brown sahibs’.
With the acceptance of his Minute, English become the official language of
India.

With the introduction of the English system, all the indigenous

languages were pushed back. By the 19th century, it became the dominant
language. To provide formal education in English, more and more
missionary schools and private schools came into existence. Universities were
established in Bombay, Calcutta and Madras. English now became the
primary medium of instruction. People willingly switched over to English
education because it opened bureaucratic jobs to Indians. Knowledge of
English became a passport to professional society. Indians, without bothering
about the various aspects of the education system, wanted to cash the
opportunities which were associated with the language. This British system
created a new ‘elite’ class. English became a language of pride and prestige
Parents felt proud in sending their children to English medium schools.
Socially, English was overshadowing other Indian languages and was
gaining a high status. People felt ashamed of speaking in their mother
tongue. To converse in English became a status symbol. By the end of the 19th
century Punjab (Lahore) and Allahabad universities were established. More
and more colleges were coming up. As the roots of British rule were
deepening in India, English language and culture were also penetrating into
the life of Indians. They started initiating their mode of living and way of
speaking. So, English was introduced in India ‘to civilize’ the people, as a
vehicle of British values and culture, and for the purpose of trade and
business.

The Indian National Congress came into existence in 1885 and Indians
began reacting against the British Government. English played an important
role in unifying the people under the name of ‘nationalism’. English become a
tool against the British Government during the freedom struggle. The
beginning of the Swadeshi movement totally changed the scenario. The role
and meaning of English was changed. English was now treated as a foreign
language instead of second language. Now, it was used only for a specific
purpose. Mainly it served as a ‘medium’ through which people were able to
communicate among themselves. Paradoxically, national awakening was the
result of widespread use of the English language which ultimately, put an
end to British rule.

Another phenomenon that was taking place was the rise of an anti-
English feeling when the National movement started gaining momentum. All
the political men who participated in the national movement were well-
versed in Hindi, but still all the proceedings were conducted in English.
These political men took pleasure in exhibiting their knowledge of English till
Gandhiji appeared on the scene and advocated that Hindustani should
substitute English. In his article in “Young India” dated 21st January 1920 he
wrote ‘I have attended all the congress sessions, but one, since 1915. I have
studied them specially in order to study the utility of Hindustani compared
to English for the conduct of its proceedings, I have spoken to hundreds of
delegates and thousands of visitors perhaps, literate and illiterate… and I
have came to the deliberate conclusion that no language except Hindustani
can possibly become a national medium for exchange of ideas or for the
conduct of national proceedings’ (Gopal, 1966:182). Gandhi and Nehru were
great champions of mother tongue but they were not hostile to the English
language. Gandhiji, realizing the importance of the English language, wrote,
“I love the English tongue in its own place but I am its inveterate opponent, if
it usurps a place which does not belong to it. English is today admittedly the
world language. I would therefore accord it a place as a second optional
language. It is our mental slavery that makes us feel that we cannot do
without English. I could never subscribe to that defeatist creed… It is my
considered opinion that English education in the manner it has been given
put a severe strain upon the Indian student’s nervous energy, and has made
of us imitators… No country can become a nation, by producing a race of
imitators (Kumaramanglam, 1965: 10). While attacking the dominance of the
English language, he wrote, "The foreign medium has caused brain fag put
an undue strain upon the nerves of our children, made them crammers and
imitators, unfilled them for original work and thought and disabled them for
filtrating their learning to the family or the masses. The foreign medium has
made our children practically foreigners in their own land.” (Gopal, 1966:
183). The need to give up English and uplift Indian languages became an
important issue of the freedom struggle. But, it was not an easy task to
replace English because it served as a link language and secondly the
movement was dominated by the so called English knowing intelligentsia
who had a soft corner for the English language. So, the idea was postponed
till freedom.

After independence in 1947 when complete power was transferred to

Indians, Gandhi wanted to solve the Linguistic problem as soon as possible.
But the linguistic controversy was marked by two different attitudes. The
supporters of Hindustani like Gandhi and Nehru wanted ‘Hindustani to be
the lingua Franca’ while the sponsors of English felt that it was not easy to
replace English as it dominates in all the spheres of life. It is synonymous
with progress and advancement. Apart from all this, a few politically
conscious people and bureaucrats for their own petty interest did not want to
part with English. The sponsors of English took the plea that English should
be the medium of instruction since English is known throughout India by the
educated intelligentsia. Pandit Ji, responding to them answered, ‘some
people imagine that English might serve as such (as the Indian language) and
to some extent English has served as such for our upper classes, and for all
India political purposes. But this is manifestly impossible if we think in terms
of masses. We cannot educate millions of people in a totally foreign
tongue…It will be the principal medium for us to communicate with the
outside world…The only possible all India language is Hindustani"
(Kumaramanglam, 1965: 15).

The debate on the role of the English language continued. It was

decided that English was to be used for all official purposes until 26th January
1965 (Article 343(1)) and after that Hindi will be the official language. This
recommendation could not be implemented since it resulted in violence.
Anti-Hindi people came with the slogan “Hindi never, English ever’. It was
not easy for the Tamilian to accept this proposal of Hindi as it was imposed
on them. An agitation was started in the South by students. They got the
support of southern representatives and political leaders like Sri
Neduncheztian of DMK, who, for their own political motives, used the
students to speed up their agitation against Hindi. This led to riots in the
South. On the other side, the sponsors of English also wanted to retain the
language for utilitarian purpose. The ‘elites’ were so much attached to
English that they felt bad on breaking their old-bond with English. It was not
easy for them to get detached from English, because through the knowledge
of English they exerted their superiority over others. After freedom, in spite
of the fact that instruction was permitted in the vernacular, parents were
hesitant to send their children to non-English medium schools. It was
considered a matter of great pride to send their children to English schools.

Despite the best efforts of the Govt., English remained an important

language of India. In 1950 the Education Commission discussed the role of
English in India. In the past, the English language has been one of the potent
factors in the development of unity in the country. “In fact, the concept of
nationality and the sentiment of nationalism are largely the gifts of the
English language and literature to India… English has become so much a
part of our national habit that a plunge into an altogether different system
seems attended with unusual risk” (Kachru, 2005:64). After a long
controversy, ultimately English attained the status of a prestige language.
From foreign language it becomes the second language. The anti-English
feeling subsided and English was successful in making a vital place for itself
in the Indian education system. Whatever might be the reason of its
transplantation, it is not easy to uproot English from the soil of India because
it keeps the administrative machinery running smoothly. In order to
promote the unity of India and to find a democratic solution, Hindi was
made optional and the regional languages became the official languages of
the States. English along with Hindi remained as an additional official
language of the Union.

No doubt, English was introduced by the British for their own sake but
it became a tool for the freedom struggle. It becomes a link language which
brought people from various linguistic regions under ‘one umbrella’. Indian
political leaders were exhorting the people of India through Indian books
written in English to rise against British rule. The famous slogan ‘freedom is
our birth right…’ we will have it’ is obviously in English and who can deny
that it has stirred the masses of India to an unlimited extent. The print media
was another important contribution of the British to India. A taste for English
was created and newspapers came into existence. It also helped in arousing
patriotic feelings among Indians as revolutionary articles published in India
were in the English language. Modern mode of tele-communication post and
transport were made acceptable to the people of India. History records that
initially people were against them but it was the articles and advertisement
written in the English language that convinced them of their desirability.
Today they are the backbone of Indian’s modern infrastructure. There is no
denying the fact that it made India a ‘nation’. It goes without saying that we
owe a great deal to the English language. In the contemporary period,
literature has been influenced by the style, context and syntax of the English.
Literary development owes a great deal to English because when people
came in contact with the English writers, they developed new modern forms
of expression. English literature provided a source of inspiration to Indian
writers, who not only wrote in English but even follow the style in their
native tongue. English has also benefited and enriched our ancient languages
because a lot of English words have been added to the vocabulary of Indian
languages.

No doubt, British destroyed the indigenous education of India but they

also created a new system which is still prevalent in India. English education
was introduced in India by the British rulers with the intention of producing
low paid clerk. Slowly, different varieties of English came up in the country.
Queen’s English of the well educated elite and the English of the not so well
educated masses which can be discussed under the following three heads:
Babu English, Butler English and Boxwallah English.

1. Babu English: During the British rule, Indians were made familiar with
Babu English. It first came into use for administrative and office
purposes. The variety is still in use. Those who are not familiar with
Queen’s English, use it. But, unlike Butler English it is grammatically
correct.
2. Butler English: It was taught by the British to their servants. It was
used by those who are not familiar with the English language and to
communicate with foreigners. Through this variety of English they
were able to convey the desired message, but it is not grammatically
correct.

3. Boxwalla English: It means adding Hindi suffixes to English words for

example, newspaper walla, police wallah etc. At present, it is
commonly used in India.

Four factors were responsible for the teaching of English in India. First,
some Indians felt that knowledge of English will help them to fight British
imperialism. Raja Rammohan Roy was in the favour of spreading English for
scientific and administrative purposes. Secondly, Lord William Bentick
suggested that if they wanted to communicate with Indians, the better option
was to teach Indians English, instead of learning their numerous regional
languages. Thirdly, Lord Macaulay wanted English in order to get cheap
clerks. Fourthly, many among the elite of India were influenced by the
English language. They kept on thinking that teaching of English will make
them sophisticated and superior to others. Knowledge of English, will bestow
power and money on them. They suffered from nostalgia for the English life
style. These were the reasons that have influenced the Indian approach to
English from time to time. No other Indian language could replace English
because of its past association and because of its present importance in the
world.

With the passage of time, the future of the English language in India
has changed. The importance of English is undeniable. India, being a vast
and large country with many regional languages and dialects, English serves
as a link language. Even before independence, it served as a powerful tool of
communication. Talking in 1872, about the many languages of India and the
role the English-language can play, William White comments, "As we link
Calcutta with Bombay, and Bombay with Madras, by roads, railways and
telegraphs, interlace province with province we may in process of time fuse
India into unity, and the use and prevalence of our language may be the
register of the progress of that unity." (Crystal, 1997: 70). Even today it is a
fact that English is the unifying language because people with their own
different regional languages are unable to communicate with each other
within India. In a multi-lingual and multicultural country, "English becomes
an international language." (Stern, 1987: 17). No doubt, English has given
India an access to the global community as well as assisted communication
within India. As in many other former British colonies, English is still used in
the government and as a medium of communication among people who do
not have another language in common. In some cases, it is a neutral language
that is used to avoid giving any one indigenous language too much prestige.

The need for learning English has grown enormously all over the
world and India is no exception. In order to survive in this fast moving
globalized world in which we live today, India is endeavouring to be at par
with the leading countries of the world and in order to be effective in this
way communication has to be efficient. The desire to speak English
intelligibly is clearly seen in the rise of the number of English-medium
schools in recent years. English has opened new job opportunities. With
present day professionals, international tourism, trade and travel, all using
English, the demand for acquiring fluency in English has grown and become
the need of the hour. Its popularity is evident from the number of students
opting for English-medium schools, colleges and universities. Proficiency in
the English language has become a matter of pride and prestige. Families
belonging to the middle and affluent classes take pride in sending their
children to English-medium schools. People who speak in English have an
exalted status in India. It is due to an English kind of education that a new
class of liberal-minded people in professions and services has emerged. Now
English knowing Indians are determining the life style and social values of
the people around them. The English life style forms an in separate part of
the educated Indian’s way of living.

Being an official language, work in central government offices is done

in English. It also serves as a link between the centre and the states. English
also remains a part of the judiciary and the administration. All the
proceedings of High Courts and the Supreme Court are conducted in
English. English serves as a source language. It has also widened the Indian
outlook and horizon. It opens new windows to the world. A language cannot
gain popularity unless there is a need for it. As we all know, a major portion
of the world’s knowledge is in English. It is an easy access to the treasure of
knowledge in diverse fields. It is now the key to a tech-sector job and is
linked with development and modernization. Even the poor and uneducated
people know the value of English and want their children to have the
opportunity to acquire knowledge of English.

English is commonly used in India as a medium of information

technology, communication and broadcasting circulation of daily English
newspapers like ‘The Hindustan Times’, ‘Times of India’, ‘The Hindu’ and
many more is larger as compared to other vernacular newspapers. English
newspapers are published in every part of the State and their circulation has
increased manifold. There are about three thousand magazines published in
English in India. Books published in English have turned into an industry
involving big money. Radio and TV news is broadcast in English. A number
of TV channels using English are not only popular but also seem to be more
authentic.

The English language is an important means of establishing one’s own

view point as it reaches wider sections of society. Creative writing is deeply
rooted in it. Now many Indian writers have been recognized worldwide
during the last few years. English taught as second language has become an
important part of our daily life. A good example is the signboards and
hoardings that have been put up on the road sides. A large number of
English words are already frequently used while speaking the mother
tongue. Even, the illiterate people without much effort unconsciously use
English words along with their native language. In an interesting
development an Indian version of English has also come-up. This Indian
version of English was also recognized by a famous Indian author Raja Rao
writing in 1965, he looked forward to the development of a new Indian
English, “English is not really an alien language to us… We cannot write like
the English, we should not, we can write only as Indians. We have grown to
look at the large world as a part of us. Our method of expression has to be a
dialect which will someday prove to be as distinctive and colourful as the
Irish or the American.” (Crystal, 1997: 135). English language has seeped
from business to literature. It is not only used for literary activities but
spiritual as well. This can be clearly seen among the Indian writers who have
adopted it for their expression. Slowly, English gained deeper roots in our
cultural, administrative and educational setting.

The historical background of English in India, and is increasing

importance as a language of communication, innumerable opportunities for
advancement in the field of science and technology, as a source of
knowledge, as a link language, and its current important status in the world
have enabled the Indians to master the language more efficiently then their
former masters. Indians have mastered the language so well that now the
demand for Indian teachers of English is increasing day by day. Now they
have achieved the position of ‘exporting’ English to Vietnam and China.
Talgeri regularly says that now ‘we are legitimizing the process of Indian
ownership of English and demystifying the aura of exaggerated superiority
of British English among Indians themselves. English is no longer British and
it no longer belongs to the high cultural gentry alone. Any person can use it
as an instrument of communication… (Kachru, 2005: 294). Teaching of
English in India has turned into a big industry. Indian courses in English are
in great demand. The reason might be that they are cheap, good and
affordable in comparison with the BBC courses which are very expensive.
Apart from monetary considerations, countries like China are eager to learn
English from Indians as they found it easier to understand the Indian accent.

At present, English knowing people are present all over India.

According to Kachru, “Contrary to the India census myth that English is the
language of a microscopic minority, the poll indicates that almost one in
every three Indians claims to understand English although less than two
percent are confident of speaking it” (India Today, 18 August 1997). It is
estimated that there are many more speakers of English in India than Britain.
In India, people who deal with tourism generally speak English. In some
states even drivers of the buses or street cars and newsstand attendants speak
English reasonably well. All sorts of speakers of English ranging from the
truly “Oxbridge accent to the bazaar variety are found in India”
(Krishnaswamy & Burde, 1988).

The historical circumstances of India have given the Indians an easy

access to mastering the English language and innumerable opportunities for
advancement in the field of science and technology. Many Indians have
become so skilled in English language that their proficiency in English has
brought laurel in many various fields. India has realized the importance of
learning English in addition to vernaculars. Keeping this in mind, English is
made an official language in addition to Hindi.

1.2 PLACE OF ENGLISH IN PUNJAB:

In India, the impact of politics and religion can be seen on language

also. When the British took over the reigns of government they wanted their
language to dominate. In the same way, during the time of Maharaja Ranjit
Singh ‘Punjabi’ was not given its due status. He made the Persian language
the official language. After independence, there was a demand to form the
State of Punjab on the linguistic basis. After a lot of effort, the present Punjab
came into existence and ‘Punjabi’ got official language status.

In the State of Punjab, though ‘Punjabi’ is the official language, English

still enjoys a position of prestige in official legal, trade and business circles.
English is considered the language of wider communication and is a passport
to get jobs not only in India but abroad also. Students in search of greener
pastures go abroad for higher studies. It is also linked with modern
development. Keeping this in mind and under the pressure of those willing
to immigrate to English-speaking countries in Europe and America the
successive state governments thought of introducing compulsory teaching of
English in the primary schools right from class I onwards. The actual results
have not been very encouraging as we find most students coming from rural
schools still lag behind in their proficiency of English. Moreover, to introduce
English at the primary level, a vast number of teachers are required. The
demand for teachers of English has resulted in mushrooming of English
medium schools. But, the teachers of English in most schools are not up to the
mark. The students who graduate from universities take to teaching. They
have only studied literature and are not capable of understanding the
learner’s problems. No emphasis is laid on the language. As a result, after
passing 10+2 they are neither able to read nor write English properly.
Describing the position of English, Kachru says that "In India English is
widely taught as second language at practically all levels of education. All the
Indian universities, graduate colleges, and junior colleges have separate
departments for teaching of English. But unfortunately in these departments
a majority of students get no serious exposure to English as a living language.
Their appreciation of the classics of English– often taught to a dazed class– is
very superficial. The teachers are not trained at all in the basic methodology
of teaching language or in teaching the structure of English. This has created
a serious pedagogical and educational problem. The English departments
and professors of English continue to believe that teaching literature is
‘prestigious’. The result is that there are a large number of teachers of
literature with no enthusiasm for language teaching. The textbooks and
teaching technique are outdated and often not relevant to the Indian context
or appropriate to the future needs of a student. (1983: 53).

The situation gets worse at the undergraduate level. Two clear cut
streams are discernible, one coming from the English medium schools and
the other from the school where the medium of instruction is not English. At
the undergraduate level as there is no segregation on the basis of proficiency
of English, a strange situation is faced by the teacher. Students coming from
the English medium schools and Govt. schools are being taught in the same
environment. Different levels of acquisition and motivation do affect the
language teaching process especially in the case of English in the classroom
situation. Apart from this, the classroom teaching is linked with old
traditional method like ‘teacher driven method’. Teaching is one sided and
students are passive and at the receiving end. Moreover, the level of exposure
to English is not up to the mark. In most of the cases, exposure is limited to
the atmosphere prevailing in the classroom. A majority of them don’t engage
in extra co-curricular activities, be those of reading news papers, literary and
non-literary books. This confinement to the classroom situation adversely
affects their level of achievement. It is generally believed that most of the
students think in their mother tongue i.e. Punjabi and then try to translate
their thoughts into English. In this process, because the art of translation is
also not known to them, they are bound to commit errors and the source of
these errors can be traced to the syntax of the mother tongue. A section of
students does not seem to be proficient in Punjabi either. Being from the rural
or semi urban areas, these students have studied in government schools
where they are deprived of proper educational facilities or stimulating
environment. The feeling of general apathy and carelessness can be easily felt
in the process of teaching and even learning the first language. Some of the
students are afraid of English having been given the false notion that it is a
very difficult language to learn. Some teachers, in order to establish their
superiority, frighten the young minds. Another section of students are those
who are quite familiar with the English script and speech but whose
linguistic competence falls for short of both speech and writing.

The ‘Knowledge Commission’ in its recent report has recommended

the introduction of English right from class I onwards throughout India. The
Government of Punjab has already taken steps in this direction by making
English compulsory from class I onwards. As mentioned earlier, the results of
this experiment are yet to be seen and evaluated because the students have
not reached the undergraduate level. Moreover, it has been started half-
heartedly. Lack of material, trained teachers, proper infrastructure, teaching
methodology and a congenial home environment are some factors that need
to be considered.

Therefore, a systematic policy is required. The structure of school

teaching is the same as it was during the British rule. The need of the hour is
to lay stress on the practical application of English and not to focus entirely
on teaching literature in class rooms.

1.3 SOCIOPOLITICAL ISSUES:

English has always occupied an important place in the social and

political scenario. During the British rule, English was imposed on India to
produce a cheap clerical cadre, needed to run the British rule. These days,
English is even used for establishing one’s superiority in society and for
political ends and has become a means of social snobbery.

There are different viewpoints towards the teaching of English. One is

that English has emerged as a pop-culture and others say that it has become a
commodity like oil or the micro-chip. Some people feel that after the 50 years
of independence we have not been able to get rid of our servile attitude to the
English as created by the British, except for the fact that English knowing
Indians have replaced the Englishmen. After the British left, English knowing
people became more powerful and it became ‘a mask’ for exploitation. It has
become a monopoly of a small section of urban elites, who use it to show off
and as a tool to establish their authority.

There are different attitudes regarding the English language. Some

take it as a gift given by the colonial rule. People like the late (C.
Rajgopalachari) have looked upon English as ‘the goddess Sarswati's gift to
India’ (Krishnaswamy & Burde, 1998: 13). Some anti-English people consider
it an insult to their culture and language and demand the ‘removal of
English. While the other view point expressed by Gokal who writes, “The
English language has linked India with the world and the world with India.
We are blessed with the two-way traffic that English has afforded us with.
We have paid a heavy price in the past for this privilege. But in our
indignation over the price that has been paid, let us not throw the privilege
that is already ours”. (Kachru, 1983: 57). There is no doubt that English serves
as a unifying force and people are able to communicate with the people of
other communities. The English language was also used as a weapon to oust
the British. But gradually Indians learned and mastered the language so well
that they did remarkable achievement in the fields of science, literature and
arts.

One of the attitudes in evidence around us ‘forgets English’. Such

people feel that continuous use of English symbolizes the domination of the
west. It is taken as a symbol of our mental eternal slavery. English still has
the immigrated status in India and has become a part of the ‘Ray’ nostalgia.
Even after a long time, India suffered from a colonial hangover regarding the
English language. The teaching of English is also affected by a colonial
hangover: For example, parents prefer to send their children to the schools
that have an anglicized name like ‘St Stephen’, ‘St. Joseph’, St Mary’, ‘British
Co-Ed’, etc. They feel proud when their kids recite poems in English. There is
another section of parents who want their children to read and write English
before they learn to speak their mother tongue. While pressurizing their
children, they are not only doing an injustice to their own language but are
unconsciously inflicting an alien culture on the innocent mind of the young
children. There is no denying the fact that English has always carried a
superiority tag attached to it. English has achieved a position that is higher
than any other Indian language. The criteria to judge a person is his
knowledge of English rather than that of his mother tongue. Those who can
express themselves in an effective manner in English, feel superior to others.
English enjoys a socially superior and high position. The mode of teaching
and style of writing is still based on the British pattern e.g. the pattern of
application ‘I beg to say’ shows ‘slavish mentality’ to colonial rule.

English is considered as a killer language which has marginalized

indigenous languages and has done damage to our natural and cultural
identity. Today, it has become a fashion to say that all languages have fallen a
prey to the victimology of English but we should remember that English has
played a vital role since the day it was introduced in India i.e. it become a
unifying force, source of knowledge, link language. So, we should accept and
welcome it. Despite political slogans like ‘Angrezi hatao’ people keep
flocking to English medium schools. Political leaders sway the mob by giving
such catchy slogans for their personal gains. Youth is easily influenced.
However, when they themselves talk about ‘mother tongue’, they always
speak in English. They feel that it reaches a wide section of society. Even
those who shout from the root tops that region languages be given
prominence, send their own children to English medium schools. The
controversy about the legacy of English and its continued use has now
become a past time for political leaders and the media.

Today, English has become an indispensable part of India. Over the

last 50 years it has passed through many phases. Kachru (1983) talks about
the four stages of development of the life cycle of a language, these four
stages in the use of the English language in India is: (a) Transformation–
English was transported to India, brought from England by the colonizers; (b)
Nativization– English language gets the native colouring; (c) Expansion–
English started spreading, a lot of people started using it; and (d)
Institutionalization– English taught in schools, colleges and universities. In
the past, English was used only for a specific purpose i.e. administrative and
political. But, now, it is used for multiple purposes for example scientific
study, creative writing, media, and information technology or to study the
culture of other communities. In India, English performs four functions: (a)
instrumentation- as in education; (b) regulative function- as in legal; and
administrative system where Baboo culture still dominates; (c) Interpersonal-
as an intralingual device to communicate between the speakers of various
languages and dialects and ethnic groups or religious communities; and (d)
Innovative function- of English is used in the creative context i.e. creative
writing.

Since independence, people are divided into two sections – one who
stick to their old values and tradition and do not want to deviate from them.
Others have their own reason and act different. They have positive attitude
towards English, and feel that English is an access to world knowledge. It has
made Indians access scientific and technical knowledge which helps them to
be a part of modernity. There are two types of tongues. One is the ‘untwisted
tongue’ who will not try to imitate the foreigner but will remain loyal to their
own culture, language and religion. The other has ‘twisted tongue’ who
admires the other culture, way of living and language. They try to imitate in
all the spheres of life, including their accent and life style.

The English language was introduced as a part of a strategy of the

British, which aimed at linguistic and cultural imperialism. Initially people
imitated the British way of living, style, language and even accent. But after
the British left, American emerged as a supreme power. People of India
started looking towards America. The American way of living, style,
language culture and accent now dominates the mind of Indians. It is
considered another kind of American imperialism. Though America is not
officially or politically ruling over India, it is doing so culturally.

In the modern times people do understand the need to allow the

English language to co-exist with the native Indian languages. The two can
play a complementary role. There is no antagonism between the two. Such
people follow the middle path. They adopt the neutral position. They want to
learn the language but do not want to give the importance or status of local
language to English. They learn English for practical purposes and for the
sake of its utility. Today, English is not learned for pleasure or a vehicle of
one’s culture but as a key to the job-market. It is mainly used for instrumental
purposes. “English is not used with an ‘integrative motivation’ with native
speakers of English but essentially with an ‘instrument motivation’ as Kachru
puts it” (1983: 130).

Among the two groups, one favoured the spread of English and the
other thought it risky for indigenous languages because with English
language, the English culture also dominated in society. But whatever the
controversies, one thing was clear that an Indian variety of English was
taking shape. The institutionalization of English has promoted diversification
of English. A lot of varieties of English are developing not only in India but
throughout the world. All claim them as their own language. A new variety
of English in India has cropped up under the label of ‘Indianized’. It means,
giving local flavour to English. As Kachru (1983: 132) puts it “the Indianess in
Indian English is the result of the acculturation of English in the linguistically
and culturally pluralistic context.” The cross cultural acculturation of English
has developed into various varieties. Two very popular tendencies in India
are Englishization and Indianization. (Kachru, 1983) English has been
transplanted in India and learned as a second language and influenced by the
speaker’s mother tongue. The social context in which it has resulted in new
phrases and words which is called Englishization, for example 'w?A'? telephone
s/ rZb ehsh' Indianization- when the English language is coloured by one’s
own culture, religion, language and thinking e.g. ‘don’t think you are a
maharaja.’ It is true that users of English belong to different religions,
cultures and ethnic backgrounds and their language systems are different.
Their own culture and tongue is reflected in English. They use English in a
slightly different manner so that they can best communicate through
Indianized English. To convey their view points and concepts they deviate
from Queen’s English and modify English according to their own
requirement. Through Indian English they not only depict their own culture
in the best way but at the same time nurture their own roots. This new
localized variety is different from the native variety of English because the
native variety is confined only to the class room situation and the only
exposure is the text books written by English authors. While the new Indian
English is everywhere, all around us in news papers, TV, radio etc. Indian
English is used to convey the desired meanings and it is mixed with Indian
words. When a language comes into contact with another language, it gets
influenced by it. Some vocabulary is adopted from English in Indian
languages with a slightly changed meaning and usage. This hybrid variety,
code mixing, code switching is used in our day to day life, in an effort to
appease the need to get rid of the colonial mind set up and imperial attitude.
Newspapers, electronic media promote such variety without any hesitation.
Use of mixing can be seen in newspaper captions like ‘Pan Masala', caused
rare disease (The Hindustan Times, New Delhi 5 May 1981: 3). Ads on TV
like ‘No fun without dishpan’. These days, for face to face conversation, code-
switching or code mixing is getting in fashion. A few use it at home also. But
mostly, the mother tongue dominates in friendship or typical Indian
situations.

During the post independence era there was pressure to follow an

‘imitated model’ (Kachru, 1983) of English but today English is spoken freely
and in a relaxed way, so much so that people handle it the way they like.
There is no pressure of the native speakers’ standard. They have adopted
English according to their requirement. Now English is de Anglo-
Americanized (Kachru, 2005) English has developed into an international and
global language because no standards are imposed by America on the users
of English. America has not adopted a normative approach. However, the
world today follows America rather than England as a role model.

English is no longer the white man’s property. Our attitude towards

English is changing drastically as earlier it was a colonial language but now
we have started decolonizing it. Filipino poet Gemino Abad once said, “The
English is now ours we have colonized it too” (Horma, 2004:161). It is like
caliban acquiring a new tongue. Explaining decolonization, Salman Rushdie
once said "what seems to me to be happening is that those people who were
colonized by language are now rapidly remaking it domestically, becoming
more and more relaxed about the way they use… assisted by the English
language’s enormous flexibility and size, they are carving out large territories
for themselves with its frontiers" (Mehrotra, 2004: 206). English is a vehicle of
thought and expression. Raja Rao once rightly said "I used the word 'alien’
yet English is not really an alien language to us. It is the language of our
intellectual make-up like Sanskrit and Persian was before but not emotional
make-up" (Kachru, 2005:139).

The world of Marginal literature has seen the rise of a large number of
Indo-Anglian writers. English learned as a second language in India, differs
in stylistic features from the native variety of western English. Literature
written in Indian English, coloured by Indian ethos, no doubt satisfies one’s
urge to get attached to one’s roots and secondly also helps one in establishing
one’s own group identity Indian English sells in India. The market potential
of Indo-Anglian literature is on the rise. The Indian writers writing in English
are fascinated with the English language. These writers, in order to present
culture bound content of India, employ Indian words as part of their English.
This process helps them to establish their own identity. The ‘material’ is
Indian and is blended with English because it is flexible and adopts itself to
all Indian concepts, tradition and ways (Krishnaswamy & Burde, 1988). They
can handle it properly use is freely according to their own needs. It has
become a tool to cross all the cultural, ethnic and social boundaries. Earlier
also the Indian writing in English was a part of world literature but now a
dialectical, national, identity tag is attached to it. Innovative words and
phrases like cousin sister, carte-mark, dining-leaf, police walla seems to be
unintelligible to the other variety of English. But such deviation from the
norm sometimes is necessary, in the culture context in which a language
operates. Unfortunately, some writers (people) are exploiting their
knowledge of English by presenting a negative picture of India in writing just
because it ‘sells’ A lot of money is involved in the creative field these days.

Giving an explanation of Indianism, Dustoor says (Kachru, 2005) that

the gravitational pull, the use of the social and cultural factors in India
necessitate the use of new words and phrases that he calls Indianness. But, he
further says that Indian English should not be taught and consciously English
should not be indianized because bad teaching leads to wrong usage. In
order to impress, we deviate but deviation from the norm should be purpose
bound. So deviation is tolerable but mistakes are not acceptable even to the
Indian English system.

During the colonial days derogatory terms like Babu English and
Butler English were used to refer to the English of Indians. The native
speakers of English consider it ‘low’ and ‘substandard’ and do not accept it.
Some students prefer the native variety but others proudly display the label
of Indian English in their speech. By giving a local flavour to their English
they want to establish their own separate identity, different from Englishmen
and Americans. They want to be recognized as ‘the Indian’ (Kachru, 1983).
An educated Indian speaker does reveal some regional characteristics in his
English such regional characteristics are also found in American and British
English also. Sometimes a few feel ashamed to admit that they speak Indian
English but others also feel proud enough to say that an Indian variety of
English is theirs. The fact is that the native-like users of English are socially
the privileged class. But, in India English is learnt as a second language. The
impact of the users own language, religion, culture and the social context in
which it is used, can be seen on his learning the second language. Nowadays,
no stigma is attached to it and it should be recognized and accepted. Most
willingly, Indians are emphasizing their Indianness.

The burning issue is that what model should be introduced in Indian

Education system. People like Kachru (2005) who do not hesitate to suggest
an ‘indigenous model’ for Indian because the ‘foreign model’ is unfit and
unrealistic in the Indian context, while others are of the view that we cannot
master the language in the manner of a native speaker. But it does not mean
that we should be bad at English. So, English should be learnt with the native
variety as a ‘model’ in the formal set up.

The picture about the role of English in India is quite confusing. The
boom in electronic media, information technology and access to international
market has brought new pressure on India. English is being linked with
modernity and advancement and in order to keep pace with the western
technology and to catch up with the west, English is being re-introduced as
an international language. In the present context, English means power,
money, status symbol, better job opportunities, which no Indian language
can provide. There is no doubt, a small section of people know the English
language and use it very well. But, this English knowing intelligentsia does
not represent India as a whole. Kachru (1983) says that in India, English has
blended itself with the cultural and social complex of the country and has
become as Raja Roy says ‘the language of intellectual make-up of India.’ It is
the language of a minority elite, which is most privileged and an influential
section of the society. This elite intellectual minority of India does not
symbolize the entire Indian population. The fact is that only a small section of
the urban Indian society uses English while the vast majority of people can
neither use nor speak English. They mix their local language with a few
English words and feel they speak English. The gap is widening in the socio-
economic arena. There are different levels of English knowing Indian, good,
mediocre and ugly. The first category includes the educationists, media-
persons, writers and bureaucrats who have native like command over
English. The second level is constituted of the administration cadre where
Baboo culture still dominates and the third category is of the waiters, drivers
and shopkeepers. Kachru (1983:129) suggests three scales of measuring the
proficiency of English: (i) zero point marks a minimal bilingual in English e.g.
driver, conductor and postman; (ii) central point takes within its ambit Baboo
English; and (iii) the upper end of the scale refers to people who have
knowledge of standard English and are able to communicate with the native
speakers of English and has a command on both languages.

Some believe that English knowledge is something superior, they have

a snobbish attitude. The power of English depicts the position of the west.
Through the power of the English language America has the position, power
and capacity to control the ‘Rest’ i.e. through language it is imposing its
culture, value and thoughts on others. American is dictating to the ‘others’
the ways to live. People, who are politically free, are still under the vicarious
rule of America. Some anti-English people are so against English that they go
to the extent of opposing the classics of English saying that reading them is
an indirect form of slavery to the west. A handful of people through their
knowledge of English dominate the socio-political areas of governance.
Innocent people are being exploited in the name of English medium schools.
These ‘teaching shops’ are run by rich businessmen and pretend to be English
schools where children learn only to say ‘daddy/mummy’. Not all the people
receive the same quality of education. The fact is that actually good public or
convent schools are beyond the reach of common people. Now English
education is associated with money. The upper class can afford to get the best
knowledge by spending money and the weaker section goes to these
'teaching shops'. There is a lot of discrimination in society which has nothing
to do with one’s ability intellectual attainment.

During the British rule it was a fashion to master Queen’s English and
people felt proud to learn it. Now a fake American accent has emerged that is
learned in 'call centre'. There is a shade of difference between the English
used during the British rule and the English that is used now. Today it has
become more Americanized than Anglo. In the hey days of the Raj 'it was a
loyal subjects' aspiration to master Queen’s English and now fake American
accents emerge because new willing subjects succumb to a new American
Pop imperialism. People are learning nothing more than this ‘bizarre accent’
and apart from this in a desire to lead a luxurious and successful life; they
imitate the dominant English educated elite (Krisnaswamy & Burde, 1988).
This urban population, immersed in second hand English culture, has no
appreciable knowledge of even their mother tongue and has no cultural roots
in the conventional sense; they speak English but a flawed one. A hybrid
culture thus, is being created. A language has its own grace that is missing. In
India, some sensible people like Sagarika Ghosh, a journalist, wonder "what
is this new language the Indian youth are speaking. And as its answer ‘It has
been described as ‘the Call Centre drawl’. Call centres... new giants telephone
exchanges where thousands of young girls and boys are taught to speak with
an American accent so that they may answer telephone calls from American
credit card holders pretending they are ‘jack’ and ‘jill’ instead of Thomas
Kutty or Harminder Kaur” (The Indian Express, North American edition, 13
June, 2003, 13). It is said that this Indian westernization is producing a
generation of ‘cultural orphans' (Krisnaswamy & Burde, 1988). Students have
now switched over to American accent rather than British. They prefer to
migrate to America instead of Britain as now the USA is the ultimate source
of knowledge and is teaching the world the lesson of 'techno-industrial
nationalism' (Dasgrupta, 1993: 279). English only symbolizes the technical,
technology and technicality. It is not just a human language but a technical
tongue as well.

There are a variety of attitudes towards the English language. For

instance, Kachru (2005) refers to it as ‘other tongue’. Dasgupta calls it 'Auntie
Language'. As natives of India we accept English as a part of the Indian set-
up. Dasgupta (1993) has explained in typically Indian terminology that just as
we address elders even outside the family circle as Auntie and uncle to
express a kind of extended kinship, in the same way English is included
among the languages used in India as a kind of ‘Auntie’ language. We
conclude that English is not ‘one of us’ but an important presence that one
must be polite to and ‘Auntie’ is one way to express our current social
conjuncture so the term ‘Auntie’ best expresses what English is to its users in
India.

It is true that English in India is used for formal rather than informal
purposes. That is why it has not entered our religious, rituals and ceremonies
like marriages etc. Most often, of it is the mother tongue that dominates in
friendships or at home. In other words, English is the language of formality
and snobbery and the mother tongue of information. We should not feel shy
of our mother tongue as it is a language of our emotions. Even Gandhiji
realized the importance of English but he was of the view that one should
feel proud of one’s mother tongue. Gandhi wanted India to learn as much of
English and other languages as possible. He said, “I do not want my house to
be walled on all sides and my windows to be stuffed. I want the culture of all
lands to be blown about my house as freely as possible. But I refuse to be
blown off my feet by any. I want to have our young men and women with
literary tastes to learn as much of English and other world languages as they
like and then expect them to give the benefits of their learning to India, and
to the world… But I would not have a single Indian to forget, neglect or be
ashamed of his mother tongue, or to feel that he or she cannot think or
express the best thoughts in his or her own vernacular" (Kachru, 2005:183).
 There are two distinct views about the place of English. One view is
that English played a role in transforming the Indian mind and imagination.
Even the anti-British nationalism was nurtured by English. It is an access to
western ideas and thoughts. But, the second view reflects the agony of an
Indian educationist. R.C. Gupta, who asks the ethnic question, ‘How and by
what logic should we continue to impose English language on our young
learners’? And "how much damage are we doing to the Indian languages and
to the self-esteem of their speakers by our continued insistence on the
teaching of English as an integral, nay essential part of our curriculum"
(Kachru, 2005).

The topic has been dogged by controversies, the fact remains that the
powers that be have realized that we cannot do away with English in India.
They are of the view than in present scenario advocating one’s own language
is alright but an equal focus is required on the English language.

English education, transplanted in India as a part of political policy of

the British, now is associated with science and technology. But, still, English
cannot take the place of our mother tongue. The point to be kept in mind is
that the study of the mother tongue and the English language should go hand
in hand.