India's crisis in learning

The ASER 2011 report and the PISA 2009+ survey -- it's been a harsh January for the Indian educational system. Rukmini Banerji's "The crisis in learning" and Lant Pritchett's "The first PISA results for India: The end of the beginning" provide depressing summaries. Ajay Shah ("Education in India at the crossroads") and Banerji suggest solutions.

Do bookmark Ajay Shah's blogpost "Education in India: A compact reading kit". Also worth watching is this overview "PISA - Measuring student success around the world".

Arabic in Israel and Denmark

A September 2011 report in Aljazeera details Israel's plans to downgrade Arabic from an "Official language" to a "Language with special status". But as the report goes on to say:

"Because Israel has long neglected Arabic and its speakers, Zaher doesn't feel that downgrading the language's status will result in practical changes."

The news report gives several instances of discrimination against Arabic speakers. Do have a look.

Meanwhile, the last chapter of Multilingual education works: from the Periphery to the Centre (more November-2011-reading) asks, "But does this research knowledge translate into educational action? There seem to be three main trends..." (320), say the authors Kathleen Heugh and Tove Skutnabb-Kangas. The most negative of these is:

"Research results are completely ignored. Denmark is an example of this: despite authorities having had massive information, there are not even early-exit transitional programmes for immigrant minority children; most mother tongue as a subject teaching has been cut out, and the Minister of Education allows schools to forbid even the speaking of a minority language during breaks (in the latest case, in November 2009, Arabic, see http://politiken.dk/indland/article846430.ece). (320)"

Israel's discrimination against Arabic seems very much a part of this pattern.

Language & education - current reading

Quite a lot of language-related reading to report. Prof Saeed Farani (visit his online bookstore Sufiwisdom.org) alerted me to Speaking Like a State: Language and Nationalism in Pakistan by Alyssa Ayres. This is a good study of the divisive and exclusionary language policies of Pakistan, and what the country can learn from the language policies of India and Indonesia.

A reference there led me to "Language Policy and National Development in India" (2003) by Jyotirindra Dasgupta, an excellent account of language policy and politics. This essay (in a book called Fighting Words) was particularly interesting because it argues (among other things) that language conflict in India in fact has contributed to deepening democracy.

Meanwhile, IIIT's library acquired Probal Dasgupta's Inhabiting Human Languages: The Substantivist Visualization (2012) -- a stimulating essay on translation and Esperanto as key tools to democratize traffic between and within languages.

And then there are these studies (I reproduce the details from my email to the IIIT library):

1. S. Manoharan, V. Gnanasundaram, "Linguistic Identity of an Endangered Tribe Present Great Andamanese (Andaman and Nicobar Islands - India)" (2007), XVIII + 122, Rs 150

2. H. R. Dua, "Language Use, Attitudes and Identity Among Linguistic Minorities" (1986), V + 129,  Rs 34

3. Jennifer M. Bayer, "A Sociolinguistic Investigation of the English Spoken by the Anglo Indians in Mysore City" (1986), IX + 154, Rs 18

4. Jennifer M. Bayer, "Dynamics of Language Maintenance Among Linguistic Minorities (A Sociolinguistics Study of the Tamil Communities in Bangalore)" (1986), IX + 124, Rs 13

The address for ordering these is at the bottom of this page: http://www.ciil.org/PubBook.aspx

I'm currently reading the second in that list -- especially interesting since the linguistic minority Dua treats is "Dakkhani Urdu Speakers in Mysore". Much of what he says applies to just such speakers in Hyderabad (where I live).

More about these books in other posts.

Education in mother tongue essential - ASER

ASER, whom we've met several times in this blog, has a new report Inside Primary Schools: A study of teaching and learning in rural India (PDF). The study tracks about 30 000 children over a period of one year.

For about 10% of those children the school language was different from the home language. They consistently attend and learn less compared to the 90% for whom the school and home languages were the same (see Table 6.14 "Home/School language and children’s learning and attendance", p. 69).

As the authors - Suman Bhattacharjea, Wilima Wadhwa, and Rukmini Banerji - note:

"Children whose home language is different from the school medium of instruction face enormous additional problems at school. Given the lack of bridging mechanisms to enable a smooth transition from one language to the other, these children tend to attend school far less regularly. Whereas across both classes, about half of all children whose home language was the same as the school language were present in school on all three visits, this proportion is far lower among children whose home language was different from the school language (Table 6.14). Learning outcomes for these two groups of children are unequal to begin with and these differences accentuate over the course of one year, both in [class] 2 and in [class] 4." (pp. 68-69)

Here are the key findings of this report (p. 8):

• 20% of children surveyed are first generation school goers. Less than half of all households have any print material available, so children do not have materials to read at home.
• Children are learning in the course of a year, but even in states with the best learning outcomes, children’s learning levels are far behind what textbooks expect. At each grade level, children’s starting point is well below that of their textbooks.
• Children whose home language is different than the school language of instruction learn less.
• Attendance is the most important factor in children's learning.
• The average number of children present in each classroom is low, but in most classrooms children from more than one grade are sitting together.
• Child-friendly practices, such as students asking questions, using local examples to explain lessons, small group work, have a significant impact on children's learning.
• Teachers can spot mistakes commonly made by children, but have difficulty explaining content in simple language or easy steps. Teacher characteristics such as qualification/degree, length of training, and number of years of experience make little difference to children’s learning.

And the key policy recommendations (p. 8):

• Textbooks need urgent revisions. They need to start from what children can do and be more realistic and developmentally appropriate in what children are expected to learn, with clear learning goals and sequence.
• Systems must be put into place to track attendance, not just enrollment, and ensure regular reporting and monitoring of this attendance.
• Mother tongue instruction and programmes for language transition need to be introduced and expanded.
• Teacher recruitment policies need to assess teachers' knowledge, but more importantly their ability to explain content to children, make information relevant to their lives and to use teaching learning materials and activities other than the textbook.
• State teacher education plans should invest in the human resource capacity of academic support structures, like Block and Cluster Resource Centres (BRC/CRC) and District Institutes of Education and Training (DIET), to enable them to help improve teaching and learning quality via in-service training and classroom visits.
• As per RTE [Right to Education Act], indicators for child-friendly education need to be defined and measured regularly as a part of the markers of quality.
• Libraries, with take-home books for reading practice at the household level, should be monitored as part of RTE indicators. Family reading programmes could also be part of innovations to help support first generation school goers.

ASER studies and surveys have considerable impact. Let us hope some of these recommendations find their way into policy. As the study concludes:

"this study has provided a host of insights about influences on teaching and learning that can help align policy with what children need in order to learn well. As new provisions are put into place for teacher recruitment and training, student assessment and tracking, textbook content, and so on, we hope that these ideas will be debated vigorously and tested in practice."

PROBE revisited

Probe Revisited: A Report on Elementary Education in India (OUP 2011) is the book-length version of the study that was reported in The Hindu and Frontline in 2009 (I blogged about those reports here). As one of the partners of the study, CORD, says: "Despite a quantum leap in the number of children able to access schooling in the last 10 years, the situation continues to be dismal."

Just how dismal can be guaged from a 2010 Working Paper for Oxfam: Elementary Education in India: Progress, Setbacks, and Challenges. This document was co-authored by A. K. Shiva Kumar -- one of the authors of the PROBE report. As it says:

"Even today, despite progress, nearly all the problems admitted in 1950 are still waiting to be tackled. Physical infrastructure is inadequate, not all children are enrolled, retention is poor with girls lagging behind boys, drop-out rates remain high, children belonging to scheduled caste, scheduled tribe, and Muslim communities are largely excluded, inequalities persist, quality is poor, and learning achievements are low."

To the above list of old problems, the Working Paper adds the "de-professionalization" of teaching. "The last decade has witnessed large-scale appointment of local 'contract teachers' (shiksha karmis, shiksha mitras, para-teachers, etc.) at salaries far below those paid to permanent teachers in the same government schools. The survey found that contract teachers account for nearly 40 per cent of all teachers in government primary schools."


Disappointingly, nowhere does the Working Paper mention issues of medium of instruction as barriers to universal access and inclusion, especially for linguistic minorities. As we saw above, it notes the disproportionate exclusion of indigenous children (and other minorities), but does not even touch upon language policy in education. Let us hope that the book-length PROBE study notes the need for a mother-tongue based multilingual education.

How many English-speakers in India?

"How many English-speakers in India?" A member of the Esperanto discussion group UEA-Membroj had this question. He went on to say:

"Here's one of the web-pages: WolframAlpha. They assert that in India more than 18% of the inhabitants speak English. An absurd figure... Many years ago I read that [in India] only 0.1% of those appearing for the school-leaving examination succeed in passing in English...."

To which Probal Dasgupta replies: "The truth must lie somewhere between 0.1% and 18%.

Here's my take (in Esperanto):

Perhaps it might be useful to start with David Graddol's booklet English India Next (2010; there are also a couple of video-interviews with him on that page). See, especially, the section "How many speak English?" (pp. 66-68).

He gives some well-known numbers:

- Under 1%: National Knowledge Commission: Report to the Nation 2006-2009 (2009): "Indeed, even now, no more than one per cent of our people use it as a second language, let alone a first language." (p. 27)

- 3%: David Crystal, English As A Global Language (2003: 46): "A figure of 3%, for example, is a widely quoted estimate of the mid-1980s (e.g. Kachru (1986: 54))."

- 10.4%: Census of India 2001: David Graddol: "the 2001 census data (released in late 2009) reports that 10.4% of the population claimed to speak English as a second or third language" (in the book cited above. I haven't been able to find the relevant table on the census website.)

- 18%: the WolframAlpha website link above. Once again, I haven't been able to find this percentage. As far as I can see, that page gives only native-speaker figures.

- 20%: Encyclopedia Britannica (2002). Cited in Crystal 2003 (above, p. 46).

- 33%: An India Today survey (18 Aug 1997): "contrary to the census myth that English is the language of a microscopic minority, the poll indicates that almost one in three Indians claims to understand English, although less than 20% are confident of speaking it." Cited in Anderman and Rogers, Translation Today:
Trends and Perspectives (2003: 160). The page in Google books: http://bit.ly/lpmnjr

The influential Crystal (2003, above: 47) cited this figure in a footnote ("A 1997 India Today survey reported by Kachru (2001: 411)" -- looks like Crystal himself hadn't seen the survey!). Now it began to be cited often. As far as I know, no one has confirmed or refuted the claims of this survey.

Thus it is that Graddol concludes: "No one really knows how many Indians speak English today - estimates vary between 55 million and 350 million - between 1% of the population and a third." (p. 68)

On the other hand, India's biggest school-education survey ASER (about which I've blogged before) in its 2010 report says that in rural India more and more children (6-14 year-olds) are registering in private schools (i.e. non-government, fee-paying and, for the most part, English-medium: the regional language is one of the subjects taught). The all-India figures of children in private schools grow from 16.3% of all children in 2005, to 21.8% (2009), to 24.3% in 2010. The growth has been particularly striking in South India.

So, during the coming years we will certainly see many more people whose medium of instruction in school was English. But if we ask ourselves about the quality of education, we get a rather different picture.

In government schools in rural India, in 2007, only 57% of the children in the 5th class (~ 10-year-olds) could read a class TWO textbook. In 2010, this proportion fell to 50% -- half of the children couldn't even read a class 2 text! And this was in the main regional language -- the mother-tongue for most of the children (excluding children of linguistic minorities and tribals).

In the same period, for rural private schools, this fall was from 69% to 64%. I wondered what language these private school children were tested in. On querying, ASER Centre, on Facebook clarified that "the children were tested at home. They were tested [in] the language of the state. In [a] multiple language situation the children were given an option of a language they felt comfortable in."

And yet, in private schools in 2010, over a third (36%) of class 5 children were already 3 years behind in their reading skills.

Confronted with such critical gaps, we perhaps should not expect very much by way of English-language capability in these children. Indeed, perhaps capability in any language.... :-(

Chotro 4 to showcase 800 languages

The following announcement was posted on the Iaclals Yahoogroup (which I moderate). I have not seen it yet elsewhere on the net, and am therefore posting the announcement in full. Three striking things about this Chotro:

• No time in the known human history representatives of 800 natural languages have come together on a single platform. The World Language Meet and CHOTRO FOUR will no doubt be a major media story globally.
• The time allotted for presentation of papers will be limited to 20 minutes; but there will be an audience of more than 500 for every presentation.
• Since the Conference is about Intangible Heritage and Languages and Literature in Oral Traditions, or about Oral Traditions, Power Point Presentations will be discouraged.

No PowerPoint, but they do want  the full text of the papers by 15 November 2011. And they plan to publish the proceedings.

Incidentally, I've blogged before about one of the organizers, Ganesh Devy, who is coordinating the People's Linguistic Survey of India.

Here's the announcement:

CHOTRO FOUR
January 6-8 2012
Vadodara, INDIA

IMAGINING THE INTANGIBLE
Languages, Literature and Visual Arts of the Indigenous

Bhasha Research and Publication Centre

In association with

European Association for Commonwealth
Literature and Language Studies (EACLALS)

Call for Papers

In the past, Bhasha Research and Publication (BRPC) and the European association for Commonwealth Literature and Language Studies (EACLALS) have held three unconventional conferences in a format that has by now come to be recognized among academics and activists as Chotro.

CHOTRO FOUR

is being convened at Vadodara, from the 6th to the 8th January 2012. It will be held side by side with the World Language Meet in which representatives of nearly 800 languages are expected to participate for presenting the survey of their own language(s)

BRPC and EACLALS now seek to initiate discussion on:

• Culture and Development/ Culture for Development
• Notions of the Intangible in Relation to Oral Traditions of Literature,
• Traditional Knowledge of the Indigenous,
• Threatened and Endangered Languages,
• Semantics of Intern-generational Oral Communication,
• Visual Anthropology of Indigenous Arts,
• Aesthetics of Representation of Inheritance,
• Oral Translations, Memory Based Performance Traditions,
• Colonialism and Cultural Amnesia,
• State Structures and Language Loss,

Towards this end, the organizers seek papers for presentations. All attempts will be made to have the presented papers published in theme based volumes through reputed publishing houses. Papers presented in previous Chotro conferences have been published by Orient Blackswan in two volumes, and are being published by Routledge in two further volumes. The length of papers should be not less than 4000 words and not more than 6000 words.

Registration:

For registration in CHOTRO FOUR, scholars/ cultural activists should send by email the following information latest by the 31st July 2011 to ganesh_devy@yahoo.com; Geoffrey.davis@web.de; shae_bhasha@hotmail.com:

Name
Gender ( necessary for proper allotment of accommodation)
Institutional Affiliation, if any
Title of the proposed paper
E-mail address and Telephone Number

Conference Fee:
There will be several categories of conference fee:

• Overseas participants from Australia, Western Europe and North America: GBP 80/ Euro 120/ USD 150
• Overseas participants from African Countries, South America and Eastern Europe: USD 80
• Participants from South Asia: USD 50, Indian Rs. 2000

There will be no additional charges for accommodation and meals during the days of the Chotro. The Organizers will provide hotel accommodation on room sharing basis and all meals during the days of the Chotro.

ABSTRACTS:

A 200 word abstract of the paper proposed for presentation must be sent together with the mail indicating interest in participating Chotro. Acceptance of papers will be communicated latest by the 15th August 2011.

SUBMISSION OF PAPERS:

Full text of the paper will be expected by the 15th November 2011. Participants whose papers are short listed for publication will be informed about the theme of the volume and the publication details by the 15th January 2012. The full and revised text of the papers selected for publication will be expected by the 31st March 2012.

TRAVEL, VISA AND LOGISTICS:

CHOTRO is not a formal association or organization. It is very much a voluntary effort to focus on the shared heritage and destiny of the indigenous of the world. Therefore, overseas participants are strongly advised to apply for Tourist Visa.

VADODARA (also spelt as BARODA) is situated approximately 400 kms north of Bombay (also spelt as MUMBAI) and 1000 kms south of New Delhi. The city is connected with Mumbai and Delhi by train and air. The nearest airport is 1km from the city and is named VADODARA. There is another airport at a sdistance of 140 kms at AHMEDABAD and inexpensive pick up taxies are easily available to ferry you to Vadodara.

THE UNIQUE FEATURE OF CHOTRO FOUR:

No time in the known human history representatives of 800 natural languages have come together on a single platform. The World Language Meet and CHOTRO FOUR will no doubt be a major media story globally.

The time allotted for presentation of papers will be limited to 20 minutes; but there will be an audience of more than 500 for every presentation.

Since the Conference is about Intangible Heritage and Languages and Literature in Oral Traditions, or about Oral Traditions, Power Point Presentations will be discouraged.

Every participant will have an opportunity of listening to several hundred languages.

CHOTRO FOUR is designed as A NEVER BEFORE event.

Join us in the exciting work of providing voice to the voiceless!

K. K. Chakravarty
Chair
Bhasha Research and Publication Centre


Geoffrey Davis
Chair
European Association for Commonwealth Literature and Language Studies

Ganesh Devy
Founder, Adivasi Academy
Head, People’s Linguistic Survey of India