The name is absent

This experience negates and reverses the bilingual skills
of Anglo-Indian students (c.f. discussion above Ch. 7. p.
282. See Appendix 1 Profile Nos. 111-2, 114, 116, 118-9,
pp.389-391 No. 375, p.408 Nos. 392-432 pp.408-9).

2. The Anglo-Indian schools compounds this factor in a
related issue of cultural deprivation. Lack of
linguistic skills affects the life-world of Anglo-Indians
preventing them from integration with Indian society.

3. Cultural and linguistic deprivation when coupled with
poverty and social class creates a restricted language
code (19) for Anglo-Indians not only in an Indian
language but also in their mother tongue English. (See
Appendix 1 Profile Nos. 111-114, 116, 118, 119, pp. 389-
391, No.125 p.392, No.375 p.408, No.392-432 pp.408-9).

4. Academic retardation starts when these young people
experience school as a place of failure. Teacher
expectations remain low for Anglo-Indian students (c.f.
discussion above Ch. 7. p. 275-7. See Appendix 1 Profile
No.391 p.408).

The field study data reveals aspects of unequal
opportunities offered to Anglo-Indian students in the
language curriculum. The findings focus powerfully on
aspects of ethnic (Anglo-Indian and Indian)
differentiation, motivation and anxiety.

The field study demonstrated teacher expectation and the
different ways in which JUiglo-Indians and Indians were
affected by the crucial implications for tutoring in
English and an Indian language. In 1990, the field study
data revealed that the language curriculum and methods
alienated Anglo-Indians. The classroom observation
offered evidence of what happened to them in language
periods (c.f. Ch. 7 discussion above pp.252-6).

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