DEVELOPMENT OF LANGUAGES
Languages as a basic skill of expression and communication helps thinking, imagination, perception and a esthetic appreciation. There- fore, the development of languages is of basic importance for all educational development programmes. During the Sixth Plan, the activi- ties and programmes undertaken in the field of languages can be divid- ed into four groups (i) Promotion of Hindi (as envisaged under article 351 of the Constitution), (ii) Promotion of Modern Indian languages (as provided in National Policy on Education), (iii) Promotion of English and other foreign languages (as provided in the Education Commission 1964-66 Report), and (iv) Promotion of Sanskrit and other classical languages such as Arabic and Persian. Other languages for which the Centre has special responsibility like Urdu and Sindhi also received attention.
2. Besides the programmes undertaken by the State Government for the development of regional and other languages, the programmes at the central level are being undertaken either directly by the language/Sanskrit Division (appointment of teacher, awards, exhibi- tions, scholarships etc.) or through (a) Central Hindi Directorate, New Delhi, (b) Commission for Scientific and Technical Terminology, New Delhi (c) Kendriya Hindi Sansthan, Agra, (c) Central Institute of Indian Languages, Mysore (e) Central Institute of English and Foreign Languages, Hyderabad (f) Bureau of Promotion of Urdu, New Delhi and (g) Rashtriya Sanskrit Sansthan, New Delhi. These institutions/organi- sations along with their regional centres and in collaboration with State Government institutions have been executing various plans schemes for the development of languages.
New Thrust Areas 3. While the Sixth Plan schemes will be continued, after the due secu- rity and needed modifications for greater cost effectiveness, the emphasis in the Seventh Plan would be on new approached and strate- gies. An important thrust will be to develop the capabilities of the existing institutions to work at the grassroot levels which may re- quire the setting up of a district regional/sub-regional units and greater emphasis on extension work and adequate linkages with existing educational or other institutions.
4. The establishment of a number of new institutions has been proposed for providing world perspective in language development in this cate- gory fall the proposals for the establishment of International Univer- sity for Hindi, International Institute of Sanskrit and Allied Studies etc. However, greater emphasis will be given to the strengthening/development of existing institutions, particularly those concerned with research and development and teaching/training func- tions. 95
5. It is proposed to ensure mutual reinforcement and enhancement of the impact and various activities by identifying and implementing those programmes which are complementary rather than taking up despa- rate and isolated programmes. The new thrusts and approaches in var- ious programme areas are discussed below.
Publications 6. Instead of a very number of schemes, it would be desirable to think of a selective effort at publication so that materials of good quality become available for wider dissemination within a reasonable time. The present modality of entrusting publication and production of diction- aries, terminologies and textbooks to governmental machinery has not always led to satisfactory results, particularly in meeting the dead- lines. These publications which will assist in the realisation of the goals laid out in the language policy will receive higher priority. To ensure a much larger publication activity it would seem necessary that effort is not restricted to institutions supported or maintained by the government. Scholars of repute, university departments and liter- ary organisations will need to be involved so that the activity is carried out expeditiously besides ensuring higher quality by entrust- ing the publications to the best talent available.
Strengthening of existing Institutions 7. The strengthening and consolidation of work already being done in existing institutions will be given higher priority so that they are enabled to bridge the gap that exists at present between requirements and actual supply of materials and personnel. Extension work to be undertaken by these institutions must receive greater attention. From this point of view the extension/regional and district centres pro- posed to be established under the auspices of these institutions must be viewed as an essential input for the growth of these institutions which have already reached a critical stage of development.
Voluntary Organisations 8. Assistance to voluntary organisations will continue to find an important place in the Seventh Plan as they are rendering important service in the spread of languages of the Eighth Schedule. However, because of inadequate machinery for supervision, actual work done by many voluntary organisations is not regularly monitored. While it is not desirable to set up an inspection machinery exclusively for this purpose, the purpose could be achieved by providing minimum staff to existing institutions. It is recommended that apart from organisations working in Hindi, much higher stress shall be given in assisting voluntary organisations concerned with other regional language.
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9. Some of the activities which have been promoted under earlier scheme could now be discontinued and effort made to obtain a much higher output from voluntary organisations which , due to flexibility in approach, are able to work in a community with much greater homoge- neity than many governmental institutions. With this end in view, provisions would require to be made for assisting innovative and experimental projects to be undertaken by voluntary organisations. It would be necessary to ensure that results from experimental work are fed into teaching and learning of language either formally or nonfor- mally.
Appointment and Training of Teachers 10. Appointment and training of teachers should continue to find a high priority in the Seventh Plan since implementation of the three language formula depends substantially upon the supply of teachers competent to facilitate the learning of language by students. While assistance to non-Hindi speaking states for training and appointment of Hindi teachers will continue, a new scheme providing for the ap- pointment of other language teachers in Hindi-speaking States has been proposed. It is suggested that for this 100% Central assistance should be given to the States.
11. The capacity of existing institutions to undertake pre-service training is very limited, it is, therefore essential to provide for a very large programme of extension activities, and short-term training, undertaken more scientifically. While institutions may continue to provide intensive long duration training, it is essential to think of short-range inservice training package and modules directed to provide specific competencies. Media support and use of innovative methodolo- gies to ensure much large coverage than has been possible so far will need to form important components of training effort. Institutions providing training will be enabled to set up strong extension depart- ments so that inservice training becomes one of their major regular activities. Alternative modalities for inservice training like corre- spondence Courses followed by contacts, regular mailing of materials, attachment to local institutions, use of satellite etc. will need to be tough of.
Educational Technology/Alternative Media 12. With the availability of transmission facilities - both radio and television - on a near universal basis, it would be necessary to increasingly utilise mass media for language learning. For this pur- pose, it would be desirable to undertake a sizeable effort at software production, by utilising expertise available in governmental/semi- governmental institutions like NOERT, AIR, Doordarshan etc. and by employing, on contract, experts. Selected language institutions would be assisted to develop capacity to produce radio/television pro- grammes. Simultaneously, there is need to provide to educational institutions facilities for receiving transmission.
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District Centres 13. The need for setting up field level organisations at district level which become necessary in view of the vastness of the country, has been stressed for providing guidance and assistance to educational institutions on a regular and continuous basis. With this end in view the establishment of district centres has been suggested for Elemen- tary education, for promotion of Sanskrit and English languages etc. Instead of thinking of separate arrangements for each distinctive purpose it would be desirable to consider the establishment of a multi purpose district centre. Apart from saving and optimising on costs, a common district centre could promote mutual enrichment and reinforce- ment. This would be particularly important in the field of language development considering that the Indian languages - classical and modern - have so much in common.
Development of Hindi 14. Having been adopted as the official language of the Indian Union under the Constitution, the Central and the State Governments have been endeavouring to develop this language. The Central Hindi Direc- torate New Delhi and Kendriya Hindi Sansthan Agra at the National level are implementing schemes for the propagation, development and dissemination of Hindi. During the Seventh Plan, besides the continua- tion of the programmes undertaken during the Sixth Plan, the following new programmes would be started.
The Kendriya Hindi Sansthan Agra would be provided with hostel build- ing and other buildings so as to provide for additional teacher train- ing facilities. The regional centres at Gauhati, Hyderabad and Delhi would also be provided with additional accommodation. Besides, a new centre at Shillong would be established for the North Eastern Region. Also 50 district centres would be established under the Central Hindi Directorate, New Delhi. In order to provide international perspective to Hindi, International University of Hindi has also been proposed to be established.
The publication of books will be continued at an increasing scale. 25 bilingual and tri-lingual dictionaries would be completed. 60 exhibi- tions at various laces would be organized for popularising of Hindi Books. Publication of books in regional languages particularly for the university level, would be continued. English books for medicine, Engineering, Agriculture and Veterinary Science ad Pharmacy would be translated into Hindi and original books in Hindi on these subjects would be published by the Commission for scientific and technical terminology. Hindi workshop in non-Hindi areas would be organised, two seminars of eminent writers one each for Hindi and non-Hindi areas would be held and 16 prizes for Hindi writers for non-Hindi speaking areas would be given. The scheme of appointment of Hindi Teachers in non-Hindi speaking areas would be continued. Besides, it is also proposed that non-Hindi teachers would be appointed in the Hindi Speaking areas for regional languages other than Hindi. Financial aid to voluntary organisations for the propagation and development of Hindi would be continued.
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Development of Modern Indian Language 15. There are three schemes under this head viz. the development of Urdu, Sindhi and other Indian Languages.
Development of Urdu:
Promotion of Sindhi :
Central Institute of Indian Languages, Mysore:
English Languages Teaching 16. Concern over the deteriorating standards in English Language has been expressed in various quarters. No realistic and comprehensive programme has, however, yet emerged for undertaking the much needed improvement. The few schemes proposed towards the end of the Sixth Plan have not made much headway. The present institutions run by State Governments and the CIEFL are unable to meet the requirements of training or materials, partly because the strategies that have been followed over the years are not always based on a careful analysis of
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needs and requirements. In order to step up the programme considerably during the Seventh Plan it is essential to provide for consolidation of activities of existing institutions, as also to provide for experi- mentation and expansion of extension activities in the field. It seems necessary to formulate, more clearly, the objectives for English Languages teaching at various levels of education, attempt modernisa- tion of courses and methodologies of teaching and undertake on a large scale the production of materials and training personnel.
Development of Sanskrit 17. The study of Sanskrit has a special place in cur national culture. Not being the spoken language in any of the Indian states the respon- sibility for the development of Sanskrit is of the Central Government which has been conducting the programmes for the promotion of Sanskrit studies through Rashtriya Sanskrit Sansthan. At present there are three universities, Seven kendriya Vidyapeeths and twelve Adarsh Sanskrit Mahavidyalayas/Sansthan. During the Seventh Plan it is pro- posed to establish another four new kendriya Vidyapeeths and ten Adarsh Sanskrit Mahavidyalayas. Besides the establishment of fifteen Central Sanskrit Schools has also been proposed. With a view to propa- gate the importance of Sanskrit studies emphasis would be land on encouraging of Oral Vedio Tradition. Besides; establishment of an International Institute of Sanskrit has also been proposed for the Seventh Plan. In addition to the establishment of 100 districts cen- tres, organising of language camps for Sanskrit and various other programmes for propagation of the oral vedio tradition with an outlay of Rs. 140 lakhs has been proposed. Financial assistance to voluntary organisations engaged in the propagation of Sanskrit would be contin- ued at an increased scale.
Sectoral Responsibilities 18. The basic objective in language teaching is to develop communica- tion and comprehensive skills among students and the people in gener- al. This is true for any language. The comprehension and communication skills of students, whether in Hindi, regional language or English, should be of a standard of adequacy, if not of excellence. For this purpose it would be necessary to involve State Governments closely in the training of their teachers in linguistic abilities. Without effec- tive teaching language learning would be inadequate and it would be difficult for a child studying even in the regional medium to compre- hend or communicate with any degree of proficiency. At all levels of education - elementary, secondary, technical or higher education - there should be provision for simultaneous development of linguistics skills, alongwith subject learning. This responsibility will have to be shared by the States, different sectors in education, and by col- leges and universities.
19. Different sectors, States and universities can draw upon the existing institutional facilities for language development. They must also develop arrangements for remedial coaching and for training of
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personnel in relation to textual materials, as well as for developing texts to judge the linguistic deficiencies of students in their charge so that suitable remedial coaching can be undertaken. Only with a concerted effort would it be possible to ensure that students in higher education are able to comprehend instruction no matter what the medium is.
State Section 20. The responsibility for preparation of textbooks in regional media should shift in the Seventh Plan from the Centre to the States. In the plans of the States there should be adequate provision for State level institutions to undertake coinage and evaluation of terminology in their languages and for the production of materials for different clientele. Specific attention would need to be given to the develop- ment of capabilities of such institutions as State Council of Educa- tional Research and Training/State Institutes of Education to under- take programmes which will lead to improvement in the teaching - learning of languages, particularly English. The State Educational Technology Cells, the State Institutes of Educational Technology should be supported to develop alternative modalities for training of teachers in their own regional languages, using the new communication technologies.
Priorities