LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 17:6 June 2017
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
         Renuga Devi, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Critical Thinking and English Language Teaching
with Reference to National Curriculum of India

Reza Omidvar, Doctoral Student in Linguistics
Dr. B.K. Ravindranath, Ph.D.

Abstract

The present authors will examine the current position of critical thinking in India from different perspectives in this section. Looking at the historical background of the concept in India, and long familiarity of the Indians with logical thinking, the authors illustrate the current status of critical thinking in India from two main perspectives. First, they review the Educational system which includes curriculum content and framework set for schools, the practices or teaching methods adopted by the teachers in the system, and finally the way that students’ achievements are examined. Second, the authors discuss washback of the educational system, which demonstrates how successful or unsuccessful the present educational policies are in practice, based upon feedback of employers as one important stakeholder of the system, teachers, students, and so on. At the end, some suggestions will be posited on how to heighten the efficiency of Education with regard to English language teaching and critical thinking. The suggestions relate to areas of student teacher education, policy making, and assessment system.

Keywords:

1. Discussion
1.1. Historical Background

It has been asserted by some authors that people belonging to the culture of East lack criticality. Though India has not been specifically named to belong in this group of countries (e.g. China, Thailand, and so on), its people have similarly been always considered as not to be noncritical thinkers. However, the advancements happening in India over the past few decades are all copies of western technologies or the trace of other systems of thought existing in long past which has been sort of activated as questions to be answered. Studying the related literature shows that (Hongladarom, 2006) India and China had their own indigenous traditions of logical and argumentative thinking. Tscherbatsky (1962; 31-34) showed that India is one of the greatest logical and philosophical civilizations of the world. He evidenced that the argumentative thinking had existed since ancient times, and that the fate of entire monastery depended on public debates at the times of Dignaga and Dharmalirki. As such, Dignaga won his fame and royal support through defeating of the Brahmin Sudurjaya at Nalanda Monastery (cited in Hongladarom, 2006).

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Reza Omidvar, Doctoral Student in Linguistics
Department of Studies in Linguistics
University of Mysore
Mysore 570006
Karnataka
India
reza.omidvar.research@gmail.com

Dr. B.K. Ravindranath, PhD. in Linguistics
Assistant Professor
BOS in Linguistics
Department of Studies in Linguistics
University of Mysore
Karnataka
India
ravindranath.bk@gmail.com

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