Introduction
The teaching of English in India has always been difficult circumstances. This is so because of the large population of the country, bleak economic conditions, the cultural and social diversities, insufficient men and material etc. Let us discuss some of these here.
Lack of clear-cut policy
One of the main reasons for the poor standard of English is the lack of a clear-cut policy. There have been frequent changes in the policy of the government towards the teaching and learning of English. Though English is taught as a compulsory subject, only the pass mark is taken into consideration. As the percentage of low achievers has been ever increasing, the Government has decided not to consider marks in English as essential for admission into a university course. The educationalists and politicians differ on the role and status of English in India. If we are to aim at good standards in English, it is high time that the Government takes a strong decision to formulate and implement appropriate policies that promote students’ learning of English.
Lack of exposure to the language
Most of the Indian students are exposed to their mother tongues. They do not get adequate opportunities either to listen to or speak in English. They listen to English only in the ‘English’ class. The teaching of the other subjects is mostly in their regional languages as the medium of instruction is in their vernacular languages. It is only in the cities and urban areas that we find English medium schools. Because of the poor social and economic backgrounds, they neither get enough exposure to English outside the classroom nor enough opportunities to improve themselves in speaking it. This naturally reduces their use of English and results in a poor ...
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...cussed different problems faced by a teacher of English in India. It has also explained the need for a teacher to be resourceful and knowledgeable to meet the grave situation and promote better standards of achievement.
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Sharma, B., 2008. “World Englishes, English as a Lingua Franca, and English Pedagogy”, Journal of NELTA 13 (2), pp. 121-130. Available from
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