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Teaching in English - some issues

Educational reform, a hotly debated subject in this country, very often gives the impression of raising more and more controversial issues, rather than answer the ones which have been already thrown-up by it. The suitability and viability of introducing an English language stream in public schools is one of these issues which is proving contentious.

The cry raised in some quarters for the rapid introduction of an English language stream in particularly public schools, reflects the compulsions of living in an increasingly globalized world economic order. Global economic integration carries with it as an adjunct, increasing cultural homogenisation of the world's peoples and communities. The increasing demand among some local sections for an education in the English language stream, is an outcome of these far-reaching global changes. There seems to be an almost causal link between globalization and the demand for an "English education".

The adoption of a practical approach to resolve some of our pressing material and social needs necessitates acquainting as many local citizens as possible with at least what is described as a working knowledge of English, regardless of age and cultural background. There is no escaping the fact that English, being a world language, is an essential prerequisite for survival and sustenance in today's globalized milieu.

Thus, if nothing else, practical considerations and common sense should impress on the decision-makers and policy-planners of a country, the advisability of enabling their citizens to acquire a knowledge of English. While this facility should be afforded, ideally, to every citizen of the land, at whatever stage of life, particular emphasis, we believe, should be laid on primary and secondary schools in view of the close connection between education and employability.

Accordingly, the educational authorities of this country could be considered as having taken a bold and judicious step in deciding to impart instructions in English in respect of three subjects from years 6 to 10 in some selected public schools, beginning this year, on what seems to be a pilot project basis. It is advisable to adopt this approach because the feasibility of the project needs to be carefully assessed before bringing more schools into the scheme.

The authorities are likely to come up against more than a few snags because finding qualified teachers for the project could prove difficult. It is no secret that one of our biggest needs in the educational sphere is teachers with a sufficient English language capability. It is also no secret that very many teachers who are believed to be proficient in English, in particularly the public school system, leave very much to be desired.

Therefore, the most immediate priority in this context is to bring into being a considerable cadre of teachers who possess a sound English language capability. These personnel should not only be fluent speakers and writers of English but should also be in a position to impart instructions in subjects, such as Science and Technology and Social Studies, for instance, in the English language. This is an essential prerequisite for the re-launching of an English language stream in public schools.

Therefore, the practical feasibility of this program needs careful assessing. However, there is no denying the fact that it would be meeting a crying, legitimate need. Instruction in the English medium, nevertheless, should not be at the expense of teaching the children of this land the indigenous languages and cultures which form the bedrock of their being and identity.

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