students developed deep inferiority complexes about
acquiring an Indian language. This led to a mentalist
view which manifested itself with certain forms of
"deviant" classroom behaviour.
The chapter explored pre-vocational compensatory education
Teachers described this education was "something better
than nothing. They are failing Indian language
examinations, so what else can we offer them?" (40)
Anglo-Indian education in 1990 was once again being linked
to education for subordinacy for Anglo-Indians. (c.f.
discussion above Ch. 2 p.63 and Ch. 3 p.90).
The chapter outlined the argument for introducing
bilingualism into Anglo-Indian schools. Case studies
conducted in second language learning in Australia, Canada,
Europe and the United States of America were discussed.
The chapter demonstrated that the current language policy
in Anglo-Indian schools supported an unequal opportunity
for Anglo-Indian students to study their mother tongue as
language one (Ll). Ll was taught to Anglo-Indians as L2.
This occurred because Indian students learned English as L2
in Anglo-Indian schools.
The field study also identified the double-bind in a
"hidden" curriculum in the classroom. The double-bind in
the "hidden" curriculum was a learning environment which
did not fit their abilities. They were misfits in ability
settings for Indian language classes. Their ability in
English was frustrated for lack of a stimulating setting
for mother tongue teaching. The Anglo-Indian student's
Language Maintenance (LM) of English was shaped to meet the
demands of the majority non Anglo-Indian students.
Teaching English has effectively served the interests of
profit in Anglo-Indian schools. Language had become a
finely tuned instrument in the hands of manipulative
283