The name is absent

was a failure because she could not speak, read and write
Hindi. If, in the light of the 'comment' made by this
young Anglo-Indian woman, student motivation is to increase
and develop, then teachers need to consider their role,
their authority and to pay attention to these student
messages.

2.1.10 Four pre-vocational education classes (13+ - 16+)
in co-educational schools in Maharashtra, Tamil Nadu and
West Bengal and Kamataka.

In the modular planning (12) the students had little say in
what they actually learned. In other words, negotiation or
goal setting which was built on mutual agreement was non-
existent . The curriculum was not built into the
organisational framework of the school because there were
no descriptions of the course, what it was particularly
relevant to, form of assessment, duration or certification.

Two schools in Maharashtra and West Bengal offered girls
the skills of shorthand and typing. In two residential
schools in Maharashtra and Tamil Nadu and one day school in
Karnataka, Anglo-Indian girls were taught the skills of
Food and Nutrition (cookery), Fashion Design (needlework)
and Cosmeticology (make-up) . The boys were being
encouraged to learn the skills of welding, carpentry and
market gardening. These non-negotiable pre-vocational
modules were offered to Anglo-Indian girls and boys.

These seventeen classroom observations offered the
researcher an opportunity to watch children learning
languages in a wide range of educational settings. The
combined arts class, the nature ramble and the self-defence
classes, genuinely created opportunities for students to
use their bilingual and multilingual skills within a varied
number of activities. During these classes, the students

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