Kapil Kapoor, a JNU ELT Scholar, marks the reflections of English Teaching in India as Second Language in this research paper. The presentation is an excerpt from his essay. The essay also reflects socio-political conditions, language movements, and acceptance of English as Second Language (L2) in India, The fundamentals of ELT i.e. L1, L2, L3 and more.. What are the problems of Teaching English in India? What are the possible solutions to those problems? Where do we leg behind in understanding of Teaching English? Kapil Kapoor sarcastically compares the modern language learning with the traditional language learning. Kapil narrates The three language formula and the importance of Methodology in this essay. A wonderful comparison of Western and Indian English Teaching is given by Kapil Kapoor.

1. {{
Teaching English asTeaching English as
‘Second Language’ in‘Second Language’ in
India by Kapil KapoorIndia by Kapil Kapoor
(JNU, Delhi)(JNU, Delhi)
Excerpt formExcerpt form

2.  Concept of English as ‘Second Language’ is notConcept of English as ‘Second Language’ is not
a purely pedagogic construct and has to bea purely pedagogic construct and has to be
properly understood in the larger historical,properly understood in the larger historical,
social and educational context.social and educational context.
 It is shown to be a pert of that mythology ofIt is shown to be a pert of that mythology of
English that has been assiduously (diligently)English that has been assiduously (diligently)
cultivated by the interested elite to suchcultivated by the interested elite to such
deleterious (harmful) effects on the Indiandeleterious (harmful) effects on the Indian
mind and culture.mind and culture.
AbstractAbstract

3.  The concept is designed to give English aThe concept is designed to give English a
pre-eminent position relative to the Indianpre-eminent position relative to the Indian
languages in the educational, and,languages in the educational, and,
consequently the socio-political set up.consequently the socio-political set up.
 It has also been employed to discourage theIt has also been employed to discourage the
study and learning of classical languages,study and learning of classical languages,
particularly, Sanskrit which has contributedparticularly, Sanskrit which has contributed
to the rootlessness of the young Indianto the rootlessness of the young Indian
minds.minds.

4.  It is then argued that there is a fundamentalIt is then argued that there is a fundamental
illogicity in treating English as a secondillogicity in treating English as a second
language along with other Indian languages,language along with other Indian languages,
and it is this illogicity which accounts for theand it is this illogicity which accounts for the
poor ‘standards’ of English in spite of thepoor ‘standards’ of English in spite of the
tremendous investments in ELT, thetremendous investments in ELT, the
situation can only be reminded bysituation can only be reminded by
recognising and redefining the role and goalsrecognising and redefining the role and goals
of English as a foreign language and byof English as a foreign language and by
choosing the right language teaching theorieschoosing the right language teaching theories
and practices. Else no amount ofand practices. Else no amount of
methodology and technology would succeed.methodology and technology would succeed.

5.  The term ‘second language’ is understoodThe term ‘second language’ is understood
in two different ways. 1) English is secondin two different ways. 1) English is second
language after one or more Indianlanguage after one or more Indian
languages, which are primary and morelanguages, which are primary and more
significantly, 2) in school education, thesignificantly, 2) in school education, the
second language is what is introduced aftersecond language is what is introduced after
the primary stage and has a pedagogical asthe primary stage and has a pedagogical as
well as a functional definition, particularitywell as a functional definition, particularity
in the context of the ‘three-languagein the context of the ‘three-language
formula’.formula’.

6.  From Macaulay to Mulayam Singh, we haveFrom Macaulay to Mulayam Singh, we have
seen how in India the movement from one toseen how in India the movement from one to
the other. Following the withdrawal of thethe other. Following the withdrawal of the
British from India, the language questionBritish from India, the language question
naturally came to the ‘English knowing’naturally came to the ‘English knowing’
ruling class demanded the perpetuationruling class demanded the perpetuation
(continuation) of English so that the vast(continuation) of English so that the vast
majority of people would continue to remainmajority of people would continue to remain
outside the privileged power-structure. Tooutside the privileged power-structure. To
achieve this, a whole conceptual structureachieve this, a whole conceptual structure
has been developed and manipulated.has been developed and manipulated.

7.  To achieve this, the whole conceptualTo achieve this, the whole conceptual
structure has been developed andstructure has been developed and
manipulated. This conceptual structure hasmanipulated. This conceptual structure has
three parts; Modernization, Mythology, andthree parts; Modernization, Mythology, and
Language PolicyLanguage Policy

8.  First, the concept of Modernization andFirst, the concept of Modernization and
internationalism were invoked andinternationalism were invoked and
English became the language of bothEnglish became the language of both
modernization and internationalism andmodernization and internationalism and
by implication the Indian languagesby implication the Indian languages
became associated with ‘tradition’ whichbecame associated with ‘tradition’ which
by definition was assumed to be anti-by definition was assumed to be anti-
modern and backward looking. Oncemodern and backward looking. Once
taken to be true, the next step in thetaken to be true, the next step in the
argument was to define the role andargument was to define the role and
relationship of English vis-à-vis the Indianrelationship of English vis-à-vis the Indian
Languages.Languages.
ModernizationModernization

9.  This need gave birth to ‘language planning’This need gave birth to ‘language planning’
which was in fact the linguistic analogue of awhich was in fact the linguistic analogue of a
particular politics. Language planning wasparticular politics. Language planning was
prepared with a whole set of lexical weaponryprepared with a whole set of lexical weaponry
that gradually created a new mythology. Majorthat gradually created a new mythology. Major
Indian languages became in this discipline,Indian languages became in this discipline,
‘regional languages’ – notice that ‘regional’ is‘regional languages’ – notice that ‘regional’ is
in opposition to ‘national’ – and even Hindi is ain opposition to ‘national’ – and even Hindi is a
regional language which has been accorded theregional language which has been accorded the
status of an official language of the Union andstatus of an official language of the Union and
some states. English, the other official languagesome states. English, the other official language
did not suffer from this disability!did not suffer from this disability!
MythologyMythology

10.  It’s major strength argued to be the fact thatIt’s major strength argued to be the fact that
it cannot be identified with anyone regionit cannot be identified with anyone region
and therefore English is one ‘pan-Indian’and therefore English is one ‘pan-Indian’
Language that would promoteLanguage that would promote NationalNational
IntegrationIntegration, as no other language would. So, as no other language would. So
while the Indian languages, as regionalwhile the Indian languages, as regional
languages, promotelanguages, promote
divisiveness(disagreement) anddivisiveness(disagreement) and
fissiparous(inclined to cause or undergofissiparous(inclined to cause or undergo
division into separate parts or groups)division into separate parts or groups)
tendencies.tendencies.

11.  A whole mythology got built up around theA whole mythology got built up around the
role of English in which the centralrole of English in which the central
metaphor is the metaphor of the ‘window’metaphor is the metaphor of the ‘window’
1.1. English is the language of knowledgeEnglish is the language of knowledge
(science and technology)(science and technology)
2.2. English is the language of liberalEnglish is the language of liberal
modern thinkingmodern thinking
3.3. English is our window on the worldEnglish is our window on the world

12. 4) English is the library language; English is4) English is the library language; English is
thethe
language of reasonlanguage of reason
5) English is the link language5) English is the link language
6) English is the lingua-franca. As we say the6) English is the lingua-franca. As we say the
metaphor of the ‘window’ is central in thismetaphor of the ‘window’ is central in this
structure, in which Indian Languages are thestructure, in which Indian Languages are the
‘walls’, that enclose us in ‘darkness’ and English is‘walls’, that enclose us in ‘darkness’ and English is
the ‘window’ that, lets in the ‘light’ of reason andthe ‘window’ that, lets in the ‘light’ of reason and
modernization. We have elsewhere shown themodernization. We have elsewhere shown the
hollowness of each of these claims (K. Kapoor andhollowness of each of these claims (K. Kapoor and
R.S.Gupta:1990. Preface)R.S.Gupta:1990. Preface)

13.  These propositions went into the question ofThese propositions went into the question of
the place and weightage of English inthe place and weightage of English in
education, particularly school education. Howeducation, particularly school education. How
important language planning is and how itimportant language planning is and how it
evolved is very well stated by one of theevolved is very well stated by one of the
pertinent reports, the report of the Educationpertinent reports, the report of the Education
Commission 1964-66, which stated that aCommission 1964-66, which stated that a
comprehensive language policy will be a greatcomprehensive language policy will be a great
help in social and national integration.help in social and national integration.

14.  It notes thatIt notes that language questionlanguage question is the mostis the most
complicated problem that the country has facedcomplicated problem that the country has faced
since independence and one that has resisted asince independence and one that has resisted a
solution.solution.
 It goes on to add that on account ofIt goes on to add that on account of
educational, cultural and political reasons theeducational, cultural and political reasons the
problem needs to be satisfactorily and urgentlyproblem needs to be satisfactorily and urgently
resolved. This is again no place to ask why theresolved. This is again no place to ask why the
question became the problem ‘sincequestion became the problem ‘since
independence’ or why and what politicalindependence’ or why and what political
reasons were involved or should have beenreasons were involved or should have been
involved.involved.

15.  Of course it became a complicated problemOf course it became a complicated problem
because the national course was notbecause the national course was not
adopted. , which would have been toadopted. , which would have been to
immediately define and restruct English as aimmediately define and restruct English as a
foreign language and make the completeforeign language and make the complete
switch over to Indian languages even at theswitch over to Indian languages even at the
risk of educational anarchy for a few years.risk of educational anarchy for a few years.
Instead English was sought to be promotedInstead English was sought to be promoted
more than any other Indian language.more than any other Indian language.

16.  And the famous three language formula isAnd the famous three language formula is
the product of this thinking and policy. Itsthe product of this thinking and policy. Its
chief contribution was to make English anchief contribution was to make English an
integral part of school education in India. Inintegral part of school education in India. In
doing so, it pitied English against all Indiandoing so, it pitied English against all Indian
languages in as far as a student who wouldlanguages in as far as a student who would
want to or had the will or time to learnwant to or had the will or time to learn
another language in addition to the languageanother language in addition to the language
of this region would now necessarily learnof this region would now necessarily learn
English, and not another Indian language.English, and not another Indian language.

17.  Secondly, It ironically restricted the use ofSecondly, It ironically restricted the use of
Hindi in non Hindi areas by allowing theHindi in non Hindi areas by allowing the
students to learn English as second languagestudents to learn English as second language
of this region would now necessarily learnof this region would now necessarily learn
English, and not another Indian language.English, and not another Indian language.
And finally, the three-language formula, theAnd finally, the three-language formula, the
study and learning of Sanskrit has sufferedstudy and learning of Sanskrit has suffered
major decline. This, of course, serves themajor decline. This, of course, serves the
same political purpose, which in the firstsame political purpose, which in the first
instance sought the promotion of English.instance sought the promotion of English.

18.  If your aim is to produce whole generationsIf your aim is to produce whole generations
of young people who are not just ignorant ofof young people who are not just ignorant of
their identity and their heritage, but have, intheir identity and their heritage, but have, in
fact a positive contempt for it, then they mustfact a positive contempt for it, then they must
not be taught Sanskrit, the language of thenot be taught Sanskrit, the language of the
powerful heritage and the unique Indianpowerful heritage and the unique Indian
identity, and they must be taught English andidentity, and they must be taught English and
through that the western ‘values’, so that thethrough that the western ‘values’, so that the
Indian youth naturally respects the ‘modern’,Indian youth naturally respects the ‘modern’,
English-education semi-quarter or threeEnglish-education semi-quarter or three
quarters westernized Indians, and acceptsquarters westernized Indians, and accepts
them as natural and fit rulers.them as natural and fit rulers.

19.  But the standards of English, the success inBut the standards of English, the success in
teaching English, have always fallen short ofteaching English, have always fallen short of
the ideal or even the minimum, and we knowthe ideal or even the minimum, and we know
how several education commission andhow several education commission and
committees went into the question ofcommittees went into the question of
declining standards in English and madedeclining standards in English and made
series of recommendations pertaining toseries of recommendations pertaining to
syllabi, curriculum, weightage, teacher-syllabi, curriculum, weightage, teacher-
training, methodology, learning-teachingtraining, methodology, learning-teaching
theories, and what have you. But nothingtheories, and what have you. But nothing
seems to have worked.seems to have worked.

20.  The meetings of ELT experts have becomeThe meetings of ELT experts have become
seasonal phenomenon like the gatherings ofseasonal phenomenon like the gatherings of
the Egyptologists who meet every year whenthe Egyptologists who meet every year when
the Nile has receded after the seasonalthe Nile has receded after the seasonal
floods. The failure in teaching English as afloods. The failure in teaching English as a
second language stems nor from the theory,second language stems nor from the theory,
training and mechanics of language teaching,training and mechanics of language teaching,
but from the intrinsic conceptualbut from the intrinsic conceptual
inappropriateness in accepting English asinappropriateness in accepting English as
second language, L2, pedagogically andsecond language, L2, pedagogically and
linguistically.linguistically.

21.  We began by drawing attention to the twoWe began by drawing attention to the two
denotations of the termsdenotations of the terms second language –second language – thethe
ELT definition which recognizes the ratherELT definition which recognizes the rather
restricted specific functions, goals, andrestricted specific functions, goals, and
instructional objectives, it is quite clear thatinstructional objectives, it is quite clear that
English is really only L3 – a foreign languageEnglish is really only L3 – a foreign language
put to some specific, restricted uses in theput to some specific, restricted uses in the
Indian multilingual context, for the functions,Indian multilingual context, for the functions,
goals and objectives of L2, as defined forgoals and objectives of L2, as defined for
Hindi are virtually unattainable and makeHindi are virtually unattainable and make
little sense with reference to English.little sense with reference to English.

22.  The confusion disrupts the effort to promoteThe confusion disrupts the effort to promote
English – in fact is the rupture through whichEnglish – in fact is the rupture through which
the mistaken intention of nativizing anthe mistaken intention of nativizing an
essentially foreign language – stands revealed.essentially foreign language – stands revealed.
For a foreign language like English cannot beFor a foreign language like English cannot be
thethe linguisticlinguistic second language – this rolesecond language – this role
rightfully belongs to an Indian language,rightfully belongs to an Indian language,
regional or any other.regional or any other.

23.  What is L2? What is L3? What is the firstWhat is L2? What is L3? What is the first
language? These terms get different definitionslanguage? These terms get different definitions
depending on how there are defined –depending on how there are defined –
chronologically, linguistically, from the point ofchronologically, linguistically, from the point of
view of language policy or pedagogically.view of language policy or pedagogically.

24.  The Second Language, i.e.The Second Language, i.e.L2 is that languageL2 is that language
which is introduced compulsorily either atwhich is introduced compulsorily either at
the end of primary stage or in the beginningthe end of primary stage or in the beginning
of the lower secondary stage after theof the lower secondary stage after the
attainment of sufficient proficiency in theattainment of sufficient proficiency in the
first language by the learner. The mainfirst language by the learner. The main
objective of the second language is to enableobjective of the second language is to enable
the speaker for wider participation in society,the speaker for wider participation in society,
and the nation leading toand the nation leading to secondarysecondary
socialization.socialization. Hence the second languageHence the second language
usually either theusually either the state official languagestate official language oror
national languagenational language..

25.  The Third Language L3 is introducedThe Third Language L3 is introduced
simultaneously or after the initiation of secondsimultaneously or after the initiation of second
language – generally in grade-VIII. The mainlanguage – generally in grade-VIII. The main
objective of introducing the third language is toobjective of introducing the third language is to
prepare the learner for all-Indian mobilityprepare the learner for all-Indian mobility
leading to tertiary socialization and give theleading to tertiary socialization and give the
learner a working knowledge of the languagelearner a working knowledge of the language
so that the learner may read, comprehend andso that the learner may read, comprehend and
express correctly in that language.express correctly in that language.

26.  Knowledge is growing at a breath-takingKnowledge is growing at a breath-taking
pace. English should primarily be taught sopace. English should primarily be taught so
that at the end of a four/five year course:that at the end of a four/five year course:
a)a) It can be used as aIt can be used as a library languagelibrary language toto
enable the learner to keep abreast (up-enable the learner to keep abreast (up-
to-date) of the latest accretionsto-date) of the latest accretions
(additions) to the different fields of(additions) to the different fields of
knowledge, andknowledge, and
b)b) It can enable the learner to pursueIt can enable the learner to pursue
higher/professional educationhigher/professional education

27.  ..The purpose of the second language in..The purpose of the second language in
relation to the first (language) may be asrelation to the first (language) may be as
follows according to National Council offollows according to National Council of
Educational Research & Training (NCERT)Educational Research & Training (NCERT)
report:report:
 To help the individual in maintaining hisTo help the individual in maintaining his
personal relations with the people beyondpersonal relations with the people beyond
his linguistic grouphis linguistic group
 To help the individual to carry on hisTo help the individual to carry on his
business purposes beyond his linguisticbusiness purposes beyond his linguistic
group To help the individual to feel hisgroup To help the individual to feel his
identification with larger group, may beidentification with larger group, may be
the nationthe nation

28.  It is often suggested that the second-It is often suggested that the second-
language objectives would be:language objectives would be:
 Communicating information in dailyCommunicating information in daily
conversation and correspondenceconversation and correspondence