Anglo-Indians exhibited language deficits in English which
was their mother tongue (Ll). (9) These Anglo-Indian
students had average abilities in mathematical reasoning
and visuo-spatial construction. The goals to be reached in
an Anglo-Indian classroom were clearly in favour of
teaching non Anglo-Indians the English language.
Here the chapter is arguing that, the single most important
expression of the Anglo-Indian's cultural ethnic identity
was being taught to them as a second language. The non
Tknglo-Indians were offered more assistance by the teacher:
the Anglo-Indians were expected to show some independence
because they knew English.
After the classroom observation a randomised examination of
exercise books or folders was made. This was done in order
to understand assessing and recording achievement in Anglo-
Indian schools. There were thirty Anglo-Indian and twenty-
two Indian students who offered their books. This exercise
was carried out in two residential schools in Maharashtra
and Tamil Nadu. The students were present during the
exercise and commented on their classroom experience.
It became apparent that teachers were assessing all the
students mainly for Summative purposes. Teachers were
assessing students largely for cognitive ability. There
was no evidence of assessment of practical skills. There
was no evidence that students were given an opportunity to
assess their own work.
The assessments were largely written and mainly at the end
of the course. The assessments emphasised failure and
achievement. The standard of English among the thirty
Anglo-Indians was lower than Indian students of the same
age. There was no evidence of cross-curricular
achievement. In other words, the skills or qualities of
students were compartmentalised. There was no evidence
255