doi: https://doi.org/10.33329/joell.61.42

doi: https://doi.org/10.33329/joell.61.42

No Comments on doi: https://doi.org/10.33329/joell.61.42

VEDA’S JOURNAL OF ENGLISH LANGUAGE AND LITERATURE (JOELL)
An International Peer Reviewed (Refereed) Journal
Impact Factor (SJIF) 4.092       http://www.joell.in

IMPACT OF LANGUAGE POLICY ON PRIMARY EDUCATION OF MISING AND TEA-TRIBES OF ASSAM

Dr. Nibedita Phukan

(Associate Professor of English,Namrup College (Affiliated to Dibrugarh University))

e-mail: nibeditap18@gmail.com

doi: https://doi.org/10.33329/joell.61.42

ABSTRACT

           Linguistic diversity and multilingualism though diametrically opposite in context are the prevailing reality in India. Multilingualism is must in the meaningful participation in the socio-political and economic system of the country. Languages are related to the social status of the respective language groups. Minority languages have tended to be maintained over generations. Maintenance is the norms and shift is a deviation in India. Bilingualism / multilingualism are the result of the communities maintaining their languages by linguistic accommodation. Becoming bilingualism is an adaptive strategy for individuals and communities for stable relationships between individuals, communities and languages.

Choice of medium of instruction is a major language problem in a multilingual nation. The state language and the several ethnic group languages in their predominant respective areas are the choices of medium of instructions in schools. The national policy of mother-tongue-medium education of India is encouraging to instruct students through their first languages. Implementation of a rational language policy is very important for effective education in the state.

The situation of teaching-learning problems in the Assamese medium lower primary schools of two ethnic groups—the Mising and the tea-garden dominated areas of Assam is discussed in this paper. It focuses on the problems faced by both the teachers and the learners in their teaching-learning activities because of the medium of instruction. Bilingualism/Multilingualism, change of medium of instructions and training of the non-ethnic school teachers of these languages are the alternative and workable solutions to the problem.

Primary data is collected through purposive sampling method by interview schedule from school teachers of Assamese language working in these ethnic minority areas of upper Assam. 

 

Keywords:  Linguistic Diversity, Minority Language, Bilingualism/Multilingualism,

                        Language Policy.

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