The name is absent

clownish or sought attention. (Ch.7)

Anglo-Indians needed a stimulus (S) in the classroom in
order to respond (R) to learning an Indian language.
Piaget's theory of Stimulus (S) and Response (R) was
studied by the researcher. His theory provided the
psychological basis for the theory-practice model.

3.5. Piaget's theory: Interacting with, rather than
reacting to, an environment

The Piagetian process of assimilation and accommodation,
when true intellectual development begins, dominated the
theory-practice model. (27) During the field study, Anglo-
Indians were observed as interacting with the classroom
environment on just three occasions. These three
classrooms were creative and practical learning
environments. They were a nature-study ramble for seven
year olds, a combined Arts and Craft, Drama and Music class
for a mixed group of students and a self-defence class for
fifteen year old students. (28)

During the field study an "accidental" (four teachers were
absent, and their classes were combined to form one large
interacting classroom) combined arts class (c.f. Ch. 7

pp.257-259) was observed. The three teachers were
facilitators, and the class was a successful bilingual
learning environment.

During the nature-study ramble students were encouraged to
relate their "adventures" during their ramble. The
children spoke in Indian languages and exchanged anecdotes
which were funny and serious. The self-defence class was
full of well-timed movements, the students were relaxed,
the radio was switched on and they improved their skills in
language and self-defence. Once again the commands and

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