CONTRIBUTIONS OF POA 1992 FOR LANGUAGES (PLAN OF ACTION 1992)
Languages are closely associated and central to education. Education policy should, therefore, spell out in clear terms the manner of their use and development. Indian society is a pluralistic society so use and development of languages is a complex process. There are more than 100 languages spoken in India.
Languages which are used as medium of instruction in the schools is approx. seventy. It is because of these reasons that educational planners in India are very specific for teaching and learning of languages in the educational system. All the educational policies have spoken specifically for languages. POA also emphasized the role of languages in our educational ladder. The following are the major contributions of POA in relation to languages:
THREE LANGUAGE FORMULA
The POA emphasized the implementation of the three language formulae. It was recommended that at secondary stage, the study of a modern India language apart from Hindi and English should be enforced by state governments. Regional language in non-Hindi speaking states and suitable courses in Hindi and / or English should be available in universities and colleges to improve the proficiency of students in languages.
The programme of action has identified some deficiencies in the implementation of 3 language formula:
- The three language formulae advocates use of 3 languages but the languages taught in the states are not the same as given in the formulae. The preferred third language in the Hindi state is often classical languages like Sanskrit do not find place in the three language formulae.
- There are differences in the motivation for the learning for the third language. While there is economic motivation for learning in non-Hindi states, the motivation for learning languages in Hindi states is largely cultural. This results in lack of uniformity in learning objectives and competence levels in the third language.
- The demand from linguistic minorities to fulfil the commitment for facilities to learn in the mother tongue in schools at primary level is often not complied with. The status of minority language in 3 language formulae is not clear as every state is multilingual with two or more minority languages. All the languages are not being taught compulsory at the secondary stage.
- The Duration for compulsory study of three languages varies.
- Competency level to be achieved by students in respect of each language has not been specified.
- Some states are following a two-language formula. Some states a four-language formula on linguistic minorities. Effective steps should be taken to implement the three-language formula in its true spirit to inculcate the unity and integrity of the country.
ROLE OF NATIONAL AGENCIES
The Central Institute of English and Foreign Languages (CIEFL), Central Institute of Indian languages (CIIL) and the Kendriya Hindi Sansthan (KHS) — The three national level institutions should collaborate and make efforts at national level. Three agencies in collaboration with NCERT and CBSE shall ensure uniformity in the acquisition of language competency by the students in the school system. POA also recommended that learning of languages depends upon not merely in terms of years of study but in terms of hours of study and level of attainment. CIEFL has developed ‘English language teaching package. Recently (Sept 2015) Panjabi university Patiala has developed a learning package for developing proficiency in Punjabi language.
TRAINING OF LANGUAGE TEACHERS
The POA recommended the role of natural agencies in training of language teachers. The specific mention was given to NCERT, CIEFL (Central Institute of English and foreign languages), RIE and English language teaching institutes. It also recommended to allocate special funds for enhancing the training capacity of teachers. It was suggested that enhanced capacity for training may be at least 2000 teachers per annum by CIII (Central Institute of Indian languages) alone. This training should be followed by correspondence courses for continued training of teachers initially trained.
Teachers so trained may function as resource persons for the training of other teachers in their respective states. The planning commission may provide enough funds for the purpose as part of state plans. Seminars and in-service courses were other initiative which were taken, as a part of the language development drive.
NATIONAL LEVEL FACULTY FOR TRAINING IN TRANSLATION
POA refers to the translation efforts undertaken by a multiplicity of agencies, the national books trust and state academics. The POA also encouraged the establishment of a central translation bureau. The term of reference recommended by POA for this central translation bureau was “Identification of gaps in dictionary resources” so that suitable support programmes could be chalked out for the preparation of bilingual multilingual dictionaries.
Production of dictionaries was initiated and encouraged. A national level facility for the purpose of imparting training in the methodologies of translation was recommended. It was also suggested that language institutes could be entrusted with the responsibility of production of these dictionaries and other translation work.
USE OF TECHNOLOGY FOR LANGUAGE DEVELOPMENT
In our multilinguistic country, the spread of proverbs, idioms, images and metaphors have increased. The use of modern technology is beneficial for the purpose of transfer of vocabulary from one language to another.
POA suggested computer technology with sophisticated computer programmes for transliteration from one language to another. The department of electronics has also started technological development for Indian languages TDIL. The planning commission has reserved funds in regard to this project. It is also recommended that department of education should undertake specific sub projects for use of technology in the development of languages covering all aspects. i.e. learning systems, translation transliteration, human machine interface system etc.
POA favoured the involvement of reputed Sanskrit universities and institutions for preparation and implementation of these sub projects.
PREPARATION OF INSTRUCTIONAL PACKAGES
POA has strongly favoured the preparation of instructional packages in case of core curriculum areas. It has also expressed concern for introduction of a standard uniform curriculum in which central co-ordination is meaningful. The cultural content about the cultural heritage of India shall be integrated in local languages as well as in English.
POA envisages certain measures for the use of education technology such as extension of TV and radio transmissions, implementation of programme for computer manpower development and extension of computer literacy programmes. The central institute of Educational technology and UGC have been identified in the POA for planning co-ordinating roles.
The creation of educational media foundation and education broadcasts in regional languages is given prime importance.
POA also included value education and production of exemplar instructional packages by NCERT and other agencies. Community singing of folk songs, exchange of students within a region and between regions and imparting instructions in the mother tongue at primary stage should be implemented
LINGUISTIC SURVEY AND POA
After the first linguistic survey, considerable changes have come about in terms of vocabulary and evolution of new dialects. The identity of the language is also controversial. A fresh linguistic survey would be of immense helps in the use of languages in the education system. The fresh survey based on rational principles with the help of agencies which are already engaged on the collection of data or languages should be involved.
A concern was also shown about the controversies in the linguistic survey and the issue of languages. The support was given to the development of Urdu. The department of education along with Ali Sadar Jafri Committee on the development of Urdu in consultation with other educationists contributed towards language development in Urdu.
LANGUAGE MEDIA FOR HIGHER EDUCATION
The programme of action emphasized the need of programme adoption of modern Indian languages as media at the university stage. It has also called for specific decisions by the state governments in consultation with universities, preparation and production of textual materials, articulation of university teachers and translation of books from English to other Indian languages.
Further it called for efforts on the part of UGC to find out measures for adoption of modern Indian language in a phased manner. The students should be given an option for taking examination at all levels in the regional language media. It was propagated that in higher education system, the teaching of Indian literature should be done in Indian language for national integration.
ACTION PLAN FOR TEACHER EDUCATORS
The programme of action has given effective use of communication technology and monitoring mechanism for content reorientation, process orientation and development of technical support system for teachers’ educators.
The recruitment of teaching and non-teaching staff, the organization of professional orientation and updating of teachers, to develop support materials and teaching aids for language development were suggested. The promotion of Hindi, multi lingual dictionaries and propagation of Hindi in non-Hindi speaking areas was recommended. The autonomy of DIETS, the strengthening of SCERT’s and restructuring of teacher education was strongly put faster.
All the recommendations of POA were useful. The merger of some institutes is not feasible and revision of POA was also recommended.
