The name is absent

know Hindi because it is my mother tongue. I
will definitely pass the Indian language
examination, but this will not be the case for

the Anglo-Indians in this school.

bound to fail, and if you fail Hindi, you fail
the final examination. (8)

These two students summed up the Anglo-Indian student's
dilemma in the classroom. Parallel to, and partially as a
result of these classroom experiences, there has been an
uneven language development for Anglo-Indians.

A diagnostic assessment of Anglo-Indian student's Indian
language text and exercise books revealed four
disadvantages .

(1) Anglo-Indians lacked reading comprehension skills.
They just could not understand what they were reading.

(2) The usage of vocabulary was very limited. The
teachers' comments were negative.

(3) The recognition of Indian characters was insecure.

(4) The critical reading of stories in Hindi or a
state∕regional language was non-existent.

The next section describes the classroom observation of two
English language classes (15+) in со-educational schools in
Maharashtra and Tamil Nadu.

2.1.2. Two English language classes: Students aged 7+ and
14+ in Maharashtra and Tamil Nadu

English was the mother tongue language or language one (Ll)
for the Anglo-Indian student. English was the language two
(L2) for the non Anglo-Indian student. However, English was
being taught as L2 because the majority non Anglo-Indian
students were studying English as L2.

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