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A multiplicity of English textbooks should be made available to address the diversity of English language environments in the country. However, to ensure that certain standards are maintained, benchmarks may be laid down for content of textbooks at each stage. For this purpose, an expert group should be set up to develop pedagogically sound English textbooks for every level, from Class I to XII. These should be used as models by states and made freely available on the web to allow easy access. While the State Council for Educational Research and Training (SCERT) may continue to be a nodal agency for textbook development for state board schools, the writing of textbooks needs to be decentralized further. To make the exercise more collaborative, civil society organizations with expertise in the domain should be involved in developing textbooks.
Since language learning takes place not only through direct instruction but
also through assimilation from the environment, the classroom needs to be
equipped with appropriate supplementary audio-visual and print material.
Resource libraries could be set up in every classroom, comprising of a
collection of books, magazines, newspapers, audio-visual material and
posters, appropriate to the age of the students, on a variety of subjects.
Language learning opportunities should also be created outside the class
room through specific bi-lingual radio and TV channels, which could be
introduced for formal and informal teaching and learning of English.
Knowledge clubs could be formed to discuss and disseminate knowledge as well
as extend the use of English outside the classroom. Given that language
learning requires extensive resources, a centrally sponsored scheme of
financial assistance for developing.
State governments would need to be equal partners in the implementation of this idea. We therefore propose that the Prime Minister discuss this matter with all Chief Ministers at the next meeting of the National Development Council, to formulate a National Plan for the teaching of English as a language, in addition to the regional language, starting in Class I. This would also ensure that at the end of twelve years of schooling, every student is proficient in at least two languages.
Thank you and warm personal regards,
Sam Pitroda
Chairman,
The National Knowledge Commission |
