The name is absent

outs were the "repeaters", who were forced to repeat a year
because they failed the Indian language examination.

The next section describes the experiences of Anglo-Indians
who formed the minority group in their classrooms. The
classroom observation revealed inequalities in language
teaching and learning for Anglo-Indians.

2.1. Classroom observation

The difficulty experienced in carrying out classroom
observation was the large age span of the typical Anglo-
Indian school which covered infant, primary, secondary and
further education. Specialists were unavailable in certain
key areas of the curriculum in the primary school; the
profusion of generalist teachers in the secondary stage of
education was noticeable.

There was no opportunity to study the use of languages
within the area of a pastoral curriculum, in order to
investigate whether an Indian language was used by teachers
to communicate with students and parents. Observation was
largely dependant upon the time available to the
researcher, and obtaining permission from the teacher to
Obseisve his/her classroom teaching. So, the researcher had
no control over which classes could be observed in the core
curriculum.

Anglo-Indian schools do not conduct intelligence tests, and
therefore no IQ scores were available. Thus, the word
intelligence is in one way - academic achievement. It is
important to stress that the adjective creative will be
used to describe creative products, the process of
thinking, aspects of personality and environmental
conditions in which creativity took place. (6)

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