1. Factors creating load - real as well as imaginaryLearning through formal instruction can be perceived as a load under several circumstances. First the curriculum itself may look like a load because of too many textbooks with heavy course contents and a number of textbooks in each. Consequently, the students are too engaged in curricular activities to spare any time for self study, creative work and recreation. Even at home they may be full of school assignments. The entire school life, therefore, may become a tiring exercise. The curriculum, in addition, may be irrelevant, unassimilated and may consist of unrelated academic contents which fail to develop comprehension, creativity and interest in life-long education. The consequent impact on health cannot also be ruled out since the loaded curriculum hardly spares sufficient time for regular physical games and exercises.
The environmental conditions under which learning takes place may as well yield a magnified perception of the curriculum. An important ingredient of the environmental conditions is the teacher related factors. These centre round the general incompetence of the teacher, his not getting proper conditions and facilities for teaching and relevant training to meet the demands of the curriculum. As a result he is not able to project himself in the class and thus motivate the pupils and create and sustain their interest in the subject he teaches. The importance of personal factors, like lack of teaching aptitude, warmth, cheerfulness, kindness and ability to encourage two-way communication in the class, cannot also be ruled out. All these introduce in the class more teaching than learning. The teachers, in what Friere
calls banking concept of education, start with the assumption that learners do not know the subject while they do and, therefore, they have to deposit the knowledge to make them know. The learners are therefore, deprived of the opportunity to interact as knowing subjects and thus become, along with the teachers, equal partners in the solution of a problem. The class climate, therefore, becomes one of suppression promoting awe and lack of interest, which thwart the very process of learning. No wonder the curriculum creates a feeling of load, which is communicated to the parents, who in their turn project it on the social scene. In this context only reducing the number of subjects or textbooks or contents or school periods may only be attacking the shadow but not the problem itself. The worst apprehension of some educationists is that in the hue and cry of curriculum load our students may become outdated and poorly equipped to face the fast growing knowledge and repaid technological advancement of a shrinking world.
Recently, the Central Institute of Indian Languages has completed a library research on, "Gap Between Teacher Competence and Curricular Demands".
a) Gap between the instrumental objectives with which the syllabus was framed and the actual syllabus.
b) Gap between syllabus for which the textbooks have been written and the actual textbooks.
c) Gap between teacher competence and the professional training, which he gets to develop it, was examined by critically reviewing the TCH and B.Ed. syllabi in the light of objectives with which they have been framed.
The conclusion of the above study was that a wide gap existed in all the aspects examined. In the context of language teaching in India it may be mentioned that no awareness has been shown in distinguishing between learning a language, learning about a language and learning through a language'.The fact that curriculum may not in itself be a load unless perceived so brings into fore the importance of psychological factors, which, irrespective of any other factor, cut both ways-either arousing or not arousing the perception of load. There are certain personal factors in some pupils themselves, which produce a general apathy towards studies leading to under - or low-achievement which considerably reduce their capacity to cope with the curricular demands and the school climate as a whole. However, these operate more at the level of individuals and for students forming a group under these categories the maladies are deeper and the remedies different. We are concerned here with the general psychological factors like motivation, attitudes and incentives which may lead to either acceptance or rejection of a curriculum by increasing or decreasing the coping process. Incentives for learning reinforce efforts made for it, thus keeping the motivation alive. For example, the incentive that by learning more than one language one's employment opportunity will improve, will motivate a person to learn more and more languages. Similarly a curriculum irrelevant to the needs of the learner may create low motivation for learning it.
Attitude is the predisposition to react either way-positively or negatively-towards a person, situation or object. This predisposition may be influenced by a variety of factors; e.g., social and cultural. The present language controversy in our country which has become a political issue may create a negative attitude towards learning of one or other language, by taking them as an imposition. Under these circumstances any curriculum with more languages may evoke a negative attitude.
Sometimes even if the pupils are psychologically well prepared to learn, some genuine difficulty may be faced by them in their efforts to learn. Learning situation, therefore is a complex situation, which is influenced by a network of forces. This has to be kept in mind while talking about curriculum load which does not take place in a vacuum.
2. Importance of languages in a curriculum
Study of languages form an important part of any curriculum. This is because language is both a subject and a medium of instruction. The understanding of difficult concepts, particularly in science and Mathematics, depends to a great extent upon clarity of articulation and expression in written form for communication between reader and writer. This is the reason why teaching through mother tongue has all along been emphasized by educationists and psychologists. In this context it is not surprising that the UNESCO report on Interaction between Linguistics and Mathematical Education, underlined the importance of developing efficient language skills for good performance in Mathematics. Besides it, language also solves the function of communication between a speaker and a listener and a reader and a writer. Communication in itself is not a problem between speakers of the same language and does not, therefore, require pedagogic intervention. However, in order to know one's cultural heritage and read the rich literature created through that language, inclusion of at least one language is necessary in curriculum. However, life transcends far beyond the limited boundaries of one's own language only. For reciprocal interaction and mutual enrichment it is necessary to know other cultures and literature and richness of expression hidden in other languages. Hence learning of languages, other than one's own, is a necessity not a choice. In diversification of languages is hidden the great potentiality for unification and emotional integration of people coming from different regions. In almost all the countries of the world more than one language is learnt. India is a multi-lingual country and, therefore, the necessity of learning a number of languages is much more so.
It is in the above context that the school curriculum prescribes a number of languages both compulsory and optional. However, inclusion of a number of languages in the curriculum has been considered to be a load not only by lay public but also educationists. It would be worthwhile here to examine why and how the learning of more languages was introduced in the curriculum ultimately adopting the strategy of three language formula. This also forms the background for the present study.
3. Development of three-language formulaSeveral hard facts have to be considered before a decision is taken about the number of languages to be included in our curriculum.
First, India is a multilingual, multiethnic and multicultural country. There are 15 regional languages mentioned in the 8th schedule of the Constitution. But there are 1652 mother tongues spoken in this country. It is, therefore, obvious that the regional languages alone cannot be the mother tongue of every speaker. Hence the distinction between the mother tongue of a child and the regional language, which is the source of employment, wealth and prestige has to be taken note of by the planners and the pedagogists.
Secondly, since Hindi is the official language of the Union and may become the lingua franca of the country, as it is spoken by a large number of people in the country, it has to be learnt by all.
Thirdly, the Hindi speaking people must know other regional languages for appreciating their rich linguistic and cultural heritage.
Fourthly, the importance of English, the associate official language and also an international language cannot be lost sight of if the child later in his life is to be introduced to higher education and international interaction, and link such education with his own and other's rich cultural heritage in order to gain a perspective.
Fifthly, a cultural language comes into the picture to ensure rootedness in one's culture.
All the considerations mentioned above have weighed with the policy makers in deciding the language policy for the country. In British ruled India, English was not only a compulsory subject but the medium of instruction as well. True their was provision for one paper of either classical language or mother tongue or regional language. But that was only an apology for learning of that language than learning itself. However, educational objectives in those days were altogether different.
The needs of the country were realized since independence. The Secondary Education Commission
a) The mother tongue,
b) The regional language,
c) The official language of the Centre,
d) The classical languages,
e) EnglishThe Commission observed that, "in those areas where the mother tongue and the regional language are the same, the number of languages to betaken into consideration will be limited to four and in those areas where the regional language, the mother tongue and the language of the Union are the same, the number of languages to betaken into consideration will be limited to three"
a) Hindi (for those whose mother tongue is not Hindi),
b) Elementary English (for those who have not studied in the middle stage),
c) Advanced English (for those who had studied English in the earlier stage),
d) A modern Indian language (other than Hindi),
e) A modern foreign language (other than English)
f) A classical language.The important point about the above recommendation is the recognition of the need and necessity for Indian children to learn more than one language even if it is a heavy burden. While it recommended one language for primary and two languages for secondary and higher secondary stages, it permitted three-languages for middle stage. The rationale behind it might have been the consideration that the middle stage being the terminus for the compulsory education many students did not continue their studies thereafter.
However, the term and the notion of three-language formula came into vogue explicitly with the recommendations of the Central Advisory Board of education, which in 1956, after examining the needs of the country and provisions of the Constitution, devised the formula. This was simplified and approved by the conference of the Chief Ministers held in 1961.
a) Mother tongue has to be medium of instruction at the Primary stage.
b) Since Secondary stage gives advanced education, medium of instruction has to be replaced by a modern Indian language as well as English.
c) There is a need for developing an all-India language for inter-state communication to replace English which has been serving the purpose. Urgent steps, therefore, have to be taken to promote Hindi to fulfil this purpose. However, for international communication and to appreciate growth of modern knowledge, at that level a widespread knowledge is necessary. For this reason it
The following language subjects were recommended for the Secondary stage of education.
a) The regional language and the mother tongue when the latter is different from the regional language.
b) Hindi or, in Hindi speaking areas, another Indian language and
c) English or any other European language"The recommendations of the Central Advisory Board of Education (1956) and Chief Ministers' Conference were criticized by the Education Commission,
Impelling considerations for this formula was more political and social than educational. Commenting on the unsuccessful implementation of the three-language formula it gave several reasons for its failure. In the words of the Commission12, several factors have contributed to this situation. Among these are the general opposition to a heavy language load in the school curriculum; the lack of motivation for the study of an additional modern Indian language in the Hindi areas; the resistance to the study of Hindi in some non-Hindi areas; and the heavy cost and efforts involved in providing for the teaching of second and third languages for five to six years (from class VI to X or XI).
Outlining certain guiding principles for what it called a "Workable Three-language Formula." The Commission recommended the following, "modified or graduated three-language formula."
1) The mother tongue or the regional language;
2) The official language of the Union or the associate official language of the Union so long as it exists; and
3) A modern Indian or foreign language not covered under (1) and (2) and other than that used as the medium of instruction".Suggesting a stage-wise introduction of the languages, the Commission recommended for the primary stage one language, that is, mother tongue or the regional language; for the higher primary two languages, namely, a) the mother tongue or the regional language, and b) the official or the associate official language of the Union; for he secondary stage all the three languages and for the higher secondary stage two languages to be selected from the following groups.
a) Modern Indian language,
b) Modern Foreign language and
c) Classical languages-India and foreignCommenting on its recommendation the Commission observed "the three-language formula as modified above is elastic and more likely to meet the varied linguistic needs of the people than the rigid approaches which are commonly adopted."
It is obvious from the recommendations that the Commission adopted a more flexible approach on the matter and did not clarify which language will be the second and third languages giving the freedom to the states and to the local situations. Moreover, at the higher primary stage where the children are normally between 10-14 years of age learning of additional two languages have been considered to be a burden, but from the lower secondary stage it has not been considered to be so.
It would be worthwhile here to discuss the note of dissent given by Miss Panandikar, one of the members of the Commission. This illustrates how the educationists have differed and speculated on the question of language learning being a load without ascertaining the fact from those who are directly concerned with learning and teaching of the languages. Miss Panandikar disagreed with the load theory and suggested learning of three languages to be made obligatory from the higher primary stage. She was more specific in her recommendation,
suggesting for the Hindi areas the three languages to be, mother tongue a modern Indian language and English and for the non-Hindi areas, mother tongue, Hindi and English. She
The recommendations of the Education Commission were thoroughly considered by the Central Advisory Board of Education and, thereafter, in 1968
a) Fuller development of regional languages in order to give it its rightful place as media education at all levels.
b) Promoting the development of Hindi all over India in order to make it a link language for the country.
c) Special emphasis to be laid on the study of English in order to keep pace with the tremendous growth of world knowledge.
d) Considering Sanskrit's unique contribution to the cultural unity of the country special facility to be given for its study at the school and university stages.
e) Study of other International languages to be also emphasized.It would appear from the above policy points that the study of several languages was considered to be a necessity and a base for comprehensive education of an Indian child. For the school stage the basic minimum was considered to be the adoption and vigorous implementation of the three-language formula. For the Hindi-speaking states the three languages were recommended to be a modern Indian language, preferably a South Indian language, Hindi and English and for the non-Hindi speaking states these were Hindi, the regional language of the state and English.
In accordance with the National Policy on Education, the NCERT designed the curriculum for ten-year schooling
The syllabi and the textbooks prepared by the NCERT came under heavy criticism on the grounds that the curriculum contained too many subjects for study, textbooks were too many and voluminous and all these formed heavy burden on the students. These criticisms culminated in the formation of the Patel Committee
It will appear from the above discussion that since a long debate has been going on the question of curriculum load. The question of three languages being a load on the students have also been long since debated. Even the two commissions - Secondary education Commission and the Education Commission - admitted the learning of three languages to be a load on the students, the former taking it as a necessity and the latter remedying the situation by staggering its introduction I stages and shifting the load from the upper primary to the secondary stage. However, no systematic empirical research was done to ascertain this point from those who were directly or indirectly concerned with either learning or teaching of more than one language. A need was felt for an empirical research of this type and the study reported here has been done in response to this need.4. Objectives of the Present Survey
The Central Institute of Indian Languages investigated systematically the problem of language learning being a load at the following two levels :
a) At the level of an inter-disciplinary academic discussion in the form of a colloquium of Language Learning a Load - Facts and Fictions.
b) An empirical study to investigate the problem whether language learning is a load in the present curriculum of secondary education.The purpose of the present survey is to ascertain whether language learning is (i) felt as a load by students, (ii) conceived as a load for their children by the parents and (iii) considered by the teachers to be a load for students. In addition, it attempts to probe into the difficulties in language learning in order to identify the factors contributing to making languages a load even if these were not considered by the subjects to be so. This has been done because as stated earlier the question of load cannot be discussed in a vacuum and the conditions which make learning perceived as a load have to be considered. The third area of the present investigation covers the motivational aspect in language learning. An attempt is made to appraise as to what extent, (i) students are motivated to learn languages, (ii) parents are motivated to encourage language learning among their children and (iii) teachers are motivated to (a) teach languages and (b) to encourage their students to learn languages. Finally, the study examines how students evaluate the language learning in comparison to other subjects in terms of learning difficulty.