We see no conflict between the study of English and the study of the mother tongue or Hindi. On the contrary we are of the opinion that the study of English can help in the better study of the mother- tongue by providing a wider linguistic awareness and an opportunity for a more critical understanding of the mother tongue.

We should like also to add that in the multilingual situation of India, far greater attention should be given to linguistics in our universities an in our Teacher's Training colleges. The learning of languages can be made considerably easier if problems connected with such learning are properly analysed and recognised and the relationships between the various languages well understood. Language is a tool, and proficiency in more than one language greatly increases the range of contact and the intellectual horizon of a person. A more widespread study of linguistics may make it possible for many of our university men and women to interest themselves in Indian languages other than their own

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mother-tongue,as well as learning more effectively "foreign" languages like English. With the assistance of special techniques and the use of gramophone and tape records and other mechanical devices it will be possible to learn languages more effectively and much faster than was considered possible in the past. We understand that the British Council has persons with specialised knowledge of modern techniques of teaching English and is prepared to assist Indian educators. We have also been informed that the British Broadcasting Corporation has -recordings of a series of broadcasts known as 'English by Radio' which could be readily made available for use in lndia.

It is in our educational interest to retain English as a properly studied second language in our universities even when an Indian language is used as the ordinary medium of teaching. By this means we shall maintain our international, intellectual and academic contacts and make possible a growing exchange of students and teachers not only among our own universities but also between universities in this country and universities in many other parts of the world.

H. N. KUNZRU

N. K. SIDHANTA

V. K. AYAPPAN PILLAI

SAMUEL MATHAI

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SUMMARY OF RECOMMENDATIONS OF THE ENGLISH COMMITTEE

1. That the change from, English to an Indian language as the medium of instruction at the university stage should not be ha tened.

2. That the change to an Indian language should be preceded by an adequate preparation both in the cultivation of the Indian language concerned as a medium of expression for learned purposes and by preparation of a sufficient body of learned literature in that language in all subjects of study.

3. That even when a change in the medium of instruction is made, English should continue to be studied by all university students.

4. That a proper foundation in English should be laid at the Secondary school stage so that the students going up to the university can have an adequate knowledge of English.

5. That it would be necessary to have the methods of teaching English at the schools carefully examined so that teachers might be suitably trained and the benefit of the latest techniques in the study of foreign languages made available to our teachers and students.

6. That it would be necessary to have textbooks prepared on scientific principles and that the Government of India or the Council of Secondary Education should take up this question for consideration.

7. That it is necessary to define the aims of English teaching at the school stage and to have some arrangement by which those who propose to go up for University education can have additional emphasis laid on proficiency in English.

8. That in relation to the three-year Degree course which is now proposed to be introduced in our universities, the teaching of English be given special attention in the pre-university class.

9. That the teaching of English literature should be related to the study of Indian literature, so that apart from its value for linguistic purposes, it could be an effective means of stimulating critical thinking and writing in Indian languages.

10. That it is desirable to have the question of courses of study in English and methods of teaching English at the university stage examined by an expert body and the recommendations of that body adopted by all the universities.

11. That where English is not the medium of instruction at any university course it is necessary to adopt special methods to secure an adequate knowledge of English as a second language.

12. That far greater attention should be given to linguistics in our universities and in our Teacher's Training colleges.

13. That is possible to learn languages more effectively and much faster than, was considered possible in the past with the assistance of special techniques and the use of gramophone and tape records and other mechanical devices.

14. That it is in our educational interest that English should be retained as a properly studied second language in our universities even when an Indian language is used as the ordinary medium of teaching.

Note: The above report of the English Committee has been included here, because it was Board during the meeting. But the Board did not give any decision on it.

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