Anglo-Indian attitudes towards language learning are
amplified or created by the Anglo-Indian classroom. The
field study classroom observation and interviews analyzed
what actually happened to create disadvantage. The
theory-practice model was created to try and change the
classroom situation (c.f. discussion above Ch. 9 p.331)
The common fallacy of Anglo-Indian failure has included
an over-emphasis on Indian success to learn English and
Indian languages in the schools.
The relationship between the language curriculum and the
educational needs of Anglo-Indian students was a major
and urgent focus of this research. The emergent issue in
this thesis is one of trying to improve the effectiveness
of language teaching to Anglo-Indians. The theory-
practice model will enable teachers to reduce negative
anomalies and devises a more specialist form of tutoring
through a bilingual teaching programme in the classroom.
The next section discusses the second issue, religious
education.
2.3. The field study data: Religious education
The Constitution of India holds that the state is
secular, and does not get involved with religion,
although it provides equal opportunities for all
religions, Articles 28 and 30 clearly express this
decision about religious education. Religious
instruction is a sensitive area, and the tenth
recommendation in The Mudaliar Commission's Report (1953)
specifically states:
Religious instruction may be given in schools
only on a voluntary basis and outside the
regular school hours, such instruction being
confined to the children of the particular
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