The name is absent

structuring a new theory-practice in Anglo-Indian
classrooms to enable Anglo-Indians to pass the Indian
language examinations ensures its acceptance of the
academic tradition. (43)

The next section discusses the collaboration needed in
order to introduce the theory-practice model into the
schools .

6. Collaborative change: Teachers as facilitators

If effective learning and teaching are identified as the
central function of the Anglo-Indian school for ALL its
students, then the theory-practice model must be part of
a well-structured collaborative curriculum policy. The
implementation by a collaborative group of teachers
concerns learning, teaching, facilitating and evaluating
a language policy and ethical pluralism in the context of
curriculum development.

The theory-practice has been structured to maximise the
significance of the historical and social situation. It
attempts to define a dialectical model for
theory-practice, for four reasons. First, as content,
which is determined by current educational theories.
Second, the model is based on substantial historical
evidence of Anglo-Indian education. Third, the results
of the extensive field study completed in India in 1990
offer evidence of a disadvantaged learning experience.
Fourth, the personal experience of the researcher who was
an Indian language casualty in an Anglo-Indian school
during the fifties. (44)

Change is to take action, and although there might be a
limited positive effect in the early stages it is

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