Reduction of International Language module to mere 2 credits under NEP draws flak
Lovleen Bains
Doraha, July 8
The International Language module, which was hitherto being offered as a full-fledged compulsory subject in undergraduate courses, has been accorded a back seat in the New Education Policy, with its value being reduced to mere 2 credits from the current academic session. This decision has invited the resentment of the majority of administrators, principals, teachers as well as students of the various colleges affiliated to the Panjab University and other varsities.
English shall now be read under the Ability Enhancement course which would be of mere 2 credits in the first and second semesters of the BA programme. In the third and fourth semesters, the student can opt for English or any other modern Indian language. Strangely enough, in the fifth semester, the Ability Enhancement will not be in the offing and in the last semester again, the student will have a choice between English and any modern Indian language.
The specified objective of the course is to enable the student to understand the structure of language, how it varies over time and across social groups apart from making them competent in articulating thoughts and communicating ideas. Alongside, the students would be able to effectively use English to meet professional and personal goals as per the outlined objectives of the course. Students shall be taught and explained the theory of communication through hands-on training in various aspects of communication.
Dinesh Kumar, head, English Department, AS College, Khanna, termed the decision a ‘calamitous blunder’ endangering India’s global prowess. “The decision may bring in cultural myopia and brain drain because International Language shall be reduced to nothing. What kind of ability enhancement is this when it is not supporting the existing abilities?” Kumar questioned.
“Moreover, the NEP is ignoring rural students who have passed their senior secondary level exams from government schools. Their knowledge of the subject is nominal and it is we who have to work with them to bring them at par with their urban counterparts. Expecting them to communicate flawlessly, without acquainting them with the nuances, will only create resistance for the language in their minds,” the professor added.
Dr Harpreet Singh, principal, GGNIMT, Ludhiana, shared that English was a language which made students’ globally employable. “The multinational companies ask for English language proficiency. Moreover, the entrance tests for higher education and jobs also need a good command over the language. The students who are weak in English at school, improve their language skills during higher studies,” he added.
Dr Khushvinder Kumar, principal, Khalsa College of Education, Amritsar, rued that CCFUP in its current draft had many problems which needed discussions among the stakeholders. “The credit division among the languages and ability enhancement courses needs to be more rational. The overlap of credits and contents of science practicals and skill enhancement courses needs to be rationalised. Offering a choice of single or double minor subjects, adjusting the workload accordingly and scheduling the timetable are institute-specific issues depending on the availability of resources and demand. Fixing the baskets and slots for interdisciplinary subjects is another issue. So in a nutshell, I expect the universities and the senior faculty of colleges to be proactive as well as liberally receptive to the changes expected to emerge after the implementation. The DHE also needs to be receptive and active to the required changes to cover the damage caused in the hasty implementation,” the principal stressed.
