A STUDY OF THE STATUS OF ENGLISH LANGUAGE TEACHING IN UTTAR PRADESH AFTER INDEPENDENCE

Abstract

The slogan ‘Angrezi Hatao’ resounded in many parts of North India after independence. In Uttar Pradesh this movement caught the imagination of many political leaders and the masses especially because Dr Ram Manohar Lohia, the main ideologue behind it was a son of the soil. English was perceived as a colonial legacy and a sign of cultural subjugation.  When the followers of Lohia came to power, they tried to abolish English medium schools in the state and restrict learning of English to the minimum in the school curriculum. Though the attempt did not succeed, the general view was that English was a hurdle for the rural masses in the public exams and the English medium schools were catering to elite groups and thus creating two classes of citizens. Having two languages as media of instruction was considered a Dual System of Education basically against the right to equality enshrined in the constitution. The controversy continued to rage till the end of the last century. But as globalization and modernization began to spread their wings, the public in general began to clamor for English education which is perceived as the key to salvation (TOI, 2012). The intellectuals, Dalits and minorities felt that English education alone can empower and emancipate people. Slowly the realization dawned upon the political class and since 1997 the state government adopted a positive approach towards the issue. Thus many ideological revolutions were responsible for the policy shift of the state government from ‘angrezi hatao’ to ‘angrezi sikhao’(Sheorey, 2006)