There are two types of school system India in the issue of medium of instruction i.e the regional language system and the English language system. There is a clear cut division between the uppers castes elite children and Dalit children in getting of English medium education in Indian society. The Dalits children are given education in regional language schools while English language school education is meant for the upper castes children. This division has always been reflecting between government and private English medium schools. In the name of mother tongue the state and the upper caste elite always compel the regional medium of instruction in the policy making. This was one of the current problems in Indian Educational system. This paper can be divided into four parts. The first part will highlight the language policy after Indian Independence. The second part discusses the concept of mother tongue and its importance in the contextualizing of educational discourse in India. In the third part I would highlight the current debate on language policy and its importance in the Indian educational system. This is very important in the understanding of politics of medium of language in the present educational discourse. The last part deals with the response of the Dalits towards the English education and how they attack the upper caste nature towards regional medium education. In an attempt to locate the importance of educational policy in the wider socio-historical and political context, I will address an ideological deconstruction of politics of mother tongue in the present Indian educational system.

2017

for guiding me with regular encouragement, inspiration and insightful suggestions throughout the study. I would like to acknowledge his invaluable instructions, suggestions, guidance and cooperation in completing this research work. I am genuinely indebted to Dr. Ram Ekwal Singh, Reader and Head, Department of English Education for other great ideas and enthusiastic encouragement in my academic life.

Book Titled: Status of Scheduled Caste's Higher Education in india edited by Deepak Karbhari and Lokesh Kumar, Shree Parasmani Publications, 2016

The current paper is an sub outcome paper from my M.Phil Thesis on "Globalization, Opportunities and Language: A sociological Study of Spoken English Learners in Hyderabad". English langauage belonging to the Germanic languages branch of the Indo-European language family, widely spoken on six continents. The primary language of the U.S., Britain, Canada, Australia, Ireland, New Zealand, and various Caribbean and Pacific island nations, it is also an official language of India, the Philippines, and many sub-Saharan African countries. It is one of the most widely spoken languages in the world (approximately 1.5 billion speakers), the mother tongue of more than 350 million people, and the most widely taught foreign language. Written in the Latin alphabet, it is most closely related to French, German, and Dutch. The English easily borrows words from other languages and has coined many new words to reflect advances in technology. Today, English, in India, is being recognized as a 'must-sought-after' language. It is presumptuously playing a great significant not only in dealing with the state of affairs in our day-to-day life, but is also becoming a ladder for upward social mobility. Such is the demand for learning the language that a variety of English coaching centers and private Spoken English institutions are easy to spot almost anywhere in our country. The attempt of the ppaer is to study the impact of English langauage learning among rural Scheduled Casts youth.

This paper aims at presenting English language as a passport to dalit"s liberation from ignorance and exploitation. Dr. Ambedkar called English as milk of a lioness. One who drinks it, can roar. In Banka village (UP) of Lakhimpur Kheri district a statue of Goddess English was installed in a single story temple by Dalits. As India is facing a unique and historic opportunity of having 700 million people of working age population by 2022, we must capitalise on this demographic shift and empower our youth with the right kind of skills.

Journal of South Asian Languages and Linguistics, 2015

York State, has published this study on language and education in Banaras, based on continuing field trips to educational institutions in Banaras since 1996-97, which form the basis of a PhD dissertation at Syracuse University, submitted in 2000. The present book is a revised and extended version of this dissertation. It makes reference to a rich treasure of observations in and outside the classrooms, and taped qualitative interviews with students and teachers. It consists of a foreword by Krishna Kumar, preface and acknowledgments, followed by an introduction, five main chapters, and conclusion, a list of references and an index. The book intends "to illustrate some of the institutional and communicative structures that people in a small city in India struggled with as they engaged with schools and made sense of their school experiences" (p. xiii). The main title is a quote from an interview, which falls into the general pattern referring to how Hindi and English are seen by many of the people that the author interviewed in Banaras during his research as being "relational and mutually constructive. This is true for the languages as well as for the institutions that are identified by them" (p. 20). The study explores the relationship between schools as places that produce language ideologies and socio-linguistic identities and aims to demarcate the spaces of Hindi and English and to some extent, Bhojpuri, in educational strategies and policies, identities and ideologies. The focus is on two schools, Seacrest (English medium), and Saraswati (Hindi medium), which are located in the same building. The author investigates the meaning of "public" versus "governmental", and explores the semantics of "English medium" and "Hindi medium" in the context of Banaras, and explains how "people in Varanasi use language distinctions as a convenient shorthand for talking about education, the nation, and one's future" (p. 68). The strength of the book lies in its focus on interactions with the people concerned. The extended quotes from interviews also document how the author has learned to understand meanings over time. For example: "We [i.e., 'I']

Lokmitra Publication, 2019

Higher Education has been considered as a site of knowledge, and it is a place, where one can pursue it. But, the distribution of knowledge and acquiring knowledge is controlled by various factors. For example, caste, class, language, region, religion, gender, race, etc. The two principal factors, i.e. language and caste, determine one's access and then survival in higher educational institutions. The Hegemony of the English language becomes very problematic for non-English background students in the higher education classroom in India. The hegemony of one language itself achieves the status of dominant or prestigious. The caste, class, and gender also determine who is going to use the English language as a medium of instruction. In the era of modernization and globalization, caste, class, and gender dynamic work inherently in higher education. In this context, this paper gives a broader insight into the language and caste-based discrimination, and it's a mechanism in the higher education setups.

Ever since its encounter with what we today call as India or the Indian subcontinent, English has been the site of many debates, and it has also acted as a trigger altering the way we think and organize our lives. In the past two decades or so, there has been a number of studies/research projects on the political function of English in colonial and postcolonial contexts ranging from calling it a "mask of conquest" to the "Dalit Goddess". i While it is interesting to look at the political implications of these arguments or the context in which such arguments/assertions appear, the theoretical underpinnings of some of these debates, especially the link between language and caste, need to be taken into consideration, so as to reflect on two issues: 1. The debate on caste as a system and 2. Philosophy/theory of language/s. The present paper tries to throw up some of the issues on caste and language for discussion, hoping that it would lead to a substantial, sustained and organized work in this area.

The Self, the Other and Language: Dialogue between …, 2009

English: Journal of the English Association, 2018

This article argues that transactions between the English text and local conditions are an important aspect of developments in English in India determining interpretations in teaching and research. Texts emerging from contemporary conditions feature in courses, with one of the most significant of these transactions resulting in the incorporation of Dalit and minority literatures into English Studies. Perceived as an instrument of empowerment by Indians almost from the time it was introduced, English has never quite lost this aspect of its role-and even as the discipline has taken note of global expansions in the field through theory and the incorporation of new areas, it has gradually acquired a strong national/regional flavour through the incorporation of texts that have emerged out of struggles for visibility and voice by marginal groups. The rise of Dalit and Northeast Indian English literature and their incorporation into English syllabi are two examples of this trend.

This paper deals with the growing importance of English, its fascination, and pathetic condition of the students of rural areas in English. The bond between English and students from rural areas is very weak. In order to be fully developed country, the bond between them should be consolidated. There are a number of reasons behind poor condition of rural students in English. Though recently the poor parents wished to give their children education in English but yet English schools are not opened in each village. Today's educated young generation living in rural areas face a number of problems while talking, writing, and understanding English. Importance of English has been growing immensely. But a percentage of the young students being fluent in English is the lowest. If it continues, the development of India will be very slow.The english language has its concern with the development of India. Only getting high degrees won't be proved sufficient for country's development or self-development. Having fluency in English will increase immensely development of the country. Therefore Indian Government must focus on English language and organize free training programs on English in each village; Government must open English school in each village and provide library, e-library, and internet facility freely to each village. University must compulsorily introduce Communicative English at graduation level for all branches in all semesters.