The name is absent

for assistance either from a teacher or another
student.

15% made no effort to participate in the Indian
language section of the interview.

(4) None of the Anglo-Indian students stated that they
read books in an Indian language outside the
classroom.

(5)  12% of Anglo-Indian students had read a story in an

Indian language during the past week.

(6) None of the Anglo-Indian students had participated in
a school play which was in an Indian language.

(7)  14% stated that their parents spoke an Indian

language.

10% could read an Indian language.

9% could write in an Indian language.

Anglo-Indian students had a language attitude which was
linked to their cultural and social position in Indian
society. They possessed a mentalist view which gave rise
to certain forms of behaviour in the classroom. (24) One
Anglo-Indian student said,

English is very important to me. English is
very important to my Indian friends. English
is spoken all over the world, and sometimes I
think I don't need any other language. (25)

This young student possessed a discernible level of
prejudice towards learning an Indian language. He had
created a barrier which had endured and damaged his cross-
cultural relationship with non Anglo-Indian culture. (26)
What this young student needed was to learn an Indian
language in an integrated experience with other subjects.

The classroom observation conducted during the field study
offered evidence of effective teaching and learning in a
bilingual environment. However, in this context, it was
not the intention of the teachers to teach an Indian

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