Indo-Anglian, Indo-English as the development of English in
India which he suggests is a cultural fusion of English
and Hindi, and is different from the British language.
In the field study, although Anglo-Indians spoke English
fluently, there were a number of Anglo-Indian students who
wrote illiterately, without grammar and there were spelling
mistakes. See Appendix 1 Profile Nos. Ill, 112, 116, and
118. Although, No.122 was the exception, who was fluent in
English and learnt English in a hill-station school, and
wrote the adaptation for Randall's poem she was in the
same class as the other girls, because she had inadequate
L2 skills.
(4) Profile Nos. 47-55, 64, 99, 100, 103, 238, 244, 510,
529, 551-581
(5) Profile No. 340; see also, Leopold, W.F. (1954) 'A
Child's Learning of 2 Languages' GEORGETOWN UNIVERSITY
MONOGRAPH SERIES ON LANGUAGES AND LINGUISTICS 7 pp.19-30
(6) Lee,V. Webberley, R. and Litt, L. (1976) Intelligence
and Creativity Block 6 The Open University Educational
Studies: A Second Level Course. Personality and Learning
Block 6 Milton Keynes: The Open University Press. During
the field study, Anglo-Indian students displayed
intelligence and creativity. The group interview involved
activities which were related to creative activities.
There were aspects of personality such as their interests,
motive and values, which had a critical influence on not
only their creative productivity but also language
assimilation and accommodation.
See, Jackson, P.W. and Messick, S. (1965) 'The person, the
product and the response: Conceptual problems in the
assessment of creativity' JOURNAL OF PERSONALITY Vol.33
(pp.1-19) . This article is also available in Reader 1 Open
University Educational Studies; see also, Yamamoto, K.
(1965) 'Effects of restriction of range and test
unreliability on correlation between measures of
intelligence and creative thinking' BRITISH JOURNAL OF
EDUCATIONAL PSYCHOLOGY Vol.35 pp.300-305
De Bono, E. (1986) Teaching Thinking Harmondsworth: Penguin
Books. (De Bono is the founder and director of the
Cognitive Research Trust, Centre for the Study of Thinking
and the Supranational Independent Thinking Organisations in
the United States of America. Fluency and argumentation
skills were not always evident among Anglo-Indians, but if
thinking "is the deliberate exploration of experience for
a purpose" (p.33) then many Anglo-Indian students possessed
thinking skills. These were overlooked in the classroom
situation. In school situations information is packaged to
students, but during the interviews the information was
obtained by "exploring experience, by asking questions, by
knowing where to look for it," and the students offered a
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