Testing of English in India: A developing concept

Abstract

English is the associate official language in India and serves as a unifying force in this multilingual country. The teaching of English in K-12 settings focuses on the skills of reading and writing. Listening and speaking skills are not awarded much time, if any, in most classrooms or test settings; only two Boards of Examinations mandate their inclusion. This status is sustained by factors such as large classes, teachers' inadequate command of English, and the lack of easy access to support materials and facilities. Most exams are summative; very few private schools offer and use formative tests for diagnostic and instructional purposes. The Boards of Education to which the schools are affiliated involve teachers in the setting and grading of exams at all levels. Issues that need attention prior to instituting large-scale testing reform are teacher competency in English, grade inflation, and securing conditions for internal assessment in a high-stakes testing environment. A major fall-out of these changes may be the legitimization of Indian English.

Review of Issues of Language Assessments for Non-native Speakers of English

“…Worrell bemoaned how the curriculum has served external interest rather than the internal need of Trinidad and Tobago. Ramanathan (2008) bemoaned the ineffectiveness of language of language assessment for Kindergarten to Grade 12 in India. She pointed out that, for instance, the four language skills are not assessed equally.…”

“…In fact, speaking and listening, she mentioned, are hardly assessed. Ramanathan (2008) also called for the legitimization of Indian English. Lam (2015) also asserted that most teachers in Hong Kong lacked adequate skills and knowledge of language assessment.…”

Evaluation of Language Testing: An Applied Linguistic Perspective

“…For example, Qian (2008) investigated Hong Kong most important tests as it might help them in making new testing and assessment procedures in the regions. Ramanathan (2008) provides a description of the forces and factors that define educational structures in India and the political and academic responses to language issues. Inn-Chull (2008) discussed the situation in Korea.…”

Biliteracy and globalization: English language education in India

“…At RSKV, the challenge is having a bilingual education program that includes the mother tongue of the child, the language of religion and spirituality (often Sanskrit) and the language of the globalizing workforce (English), all brought together within the theory of Sarvodaya. Taking the stance that learning and using English is an empowering vocation skill in the globalizing economy (Ramanathan, 2008), Vaish provides the reader with the historical and social background of English in India and the resulting current language policy of instruction in the national public schools of India. In both the introduction and the first chapter of her book, Vaish outlines the political and social factors that have infused language(s) learning in India. This makes the remaining chapters all the more cohesive, as many of the issues and challenges that she explores stem from the deep-rooted political limitations that plague both India and its national school system.…”

“…The British policy of 'divide and rule', which dissected South Asia into Pakistan, India and Bangladesh, resulted in Hindi becoming the official language of India. Yet, today English is often used for commercial and official purposes (Ramanathan, 2008).…”