Analysing Relevance of English Language in NEP-2020

Abstract

The present sincere endeavour analyses the relevance of English Language in context to NEP-2020. The NEP talks of a three-language formula and I would love to see how Hindi-belt states deal with this. A class divided system of education has played a central role in moulding the processes and patterns of uneven development and dis/enfranchisement in postcolonial India. In much of urban India, there prevail two systems of education—English-medium and vernacular-medium. On an individual level, English-medium education has been a ticket to vertical mobility in Indian society. At the societal level, English-medium education has played a critical role in producing what Kothari (1993) calls a modernized techno managerial elite that continues to have disproportionate influence in shaping the discursive terrain of development, and thereby policies and programmes that affect the social fabric of the country. Less visibly, English-medium education widens social fractures in Indian society by creating and reinforcing a social, cultural, economic, and discursive divide between the English-educated and the majority. The dominance of the English language has flourished the Indian beliefs and practices, much under its own pedagogy that is further spreading ICT enabled knowledge in the masses. In present paper, I have focused my camera on how English Language has nurtured and fostered our traditions and culture and still will enhance and enrich our perspective in global view.