Trinity CEO Sarah Kemp's Visit to Hyderabad: 5-Feb-10
Hinglish in India. Does it work ?
English remains the ‘official language’ in India and has been quite popular all over the country. English is quickly moving far and beyond being only used as the main medium of communication in business transactions, banks and government offices. India presently demands a workforce well versed in the English language. With international standard business growth in India, Indians need to be fluent in the English language. We will soon have to do without communicating somehow in Hinglish or Tamglish or any other Indian-English version of the English language, which is a common way of speaking English in the country. The youth needs to speak proper English in order to get better jobs. Hinglish and Tamglish are beginning to raise eyebrows everywhere. The pressure is contagious and intense, and is rapidly spreading on to concerned parents and students who want to carve out a niche market for themselves in the real world.
Foreign companies outsource IT projects to Indian companies banking on our ‘lavishly available and intellectual IT workforce’ and ‘cheap labour,’ and end up making huge profits and saving their dollars; which is all very good for them and also perhaps for us, (we need those jobs back here, don’t we?) But the foreign company professionals choose to write the ‘error messages’ in English, in-house. They do not trust the Indian IT scientist who sits behind a computer and writes the software programs in lightening speed to write the error messages. What the heck, if we can write those rocket science programs, we should as well be able to communicate them in ‘prim and proper’ English.
It’s time to brush up our English speaking skills and show the world that we can manage to get the work done and also make sure that it is communicated well. The much recent spread of multinational companies everywhere in India demand the need for good communication skills from its workforce. India calls for English speakers! Gone are the days of translating the vernacular into English. It’s time we shed off the ‘Hinglish and Tamglish’ and brush up on our spoken English.
Foreign companies outsource IT projects to Indian companies banking on our ‘lavishly available and intellectual IT workforce’ and ‘cheap labour,’ and end up making huge profits and saving their dollars; which is all very good for them and also perhaps for us, (we need those jobs back here, don’t we?) But the foreign company professionals choose to write the ‘error messages’ in English, in-house. They do not trust the Indian IT scientist who sits behind a computer and writes the software programs in lightening speed to write the error messages. What the heck, if we can write those rocket science programs, we should as well be able to communicate them in ‘prim and proper’ English.
It’s time to brush up our English speaking skills and show the world that we can manage to get the work done and also make sure that it is communicated well. The much recent spread of multinational companies everywhere in India demand the need for good communication skills from its workforce. India calls for English speakers! Gone are the days of translating the vernacular into English. It’s time we shed off the ‘Hinglish and Tamglish’ and brush up on our spoken English.
‘Spoken English’ goes missing in schools in India
India has a large number of English medium schools all over the country and English is taught extensively here. There is a shift towards more and more English medium schools in India, but the ratio is not directly proportional to the spoken English standards of the students. If the number of English medium schools increases, there should be an adequate increase in English speaking skills among the students as well; but, students continue to lack speaking skills. The Indian examination system is ‘written-exam’ oriented, therefore failing to test students’ English speaking skills. Spoken English and listening skills among Indians in India has been a straight line in the graph, without any significant effort put in towards its upward movement.
In Indian schools and colleges, English is taught as a subject. Communicating in English or developing communication skills is not a part of the syllabus. Indian education system gives much needed importance to grammar, reading and writing; but, the same amount of importance required is not given to develop student’s spoken English skills. Schools do not have classes dedicated to spoken English and teachers do not emphasize on speaking skills of the language. While Indian students are learning to read and write, they are not learning to speak clearly and fluently.
Students are unable to introduce themselves in basic English and take part in simple conversations. They lack confidence as they do not get enough practice in spoken English. Students do not receive proper guidance and feedback on their speaking skills, and therefore, often end up speaking in a way which sounds grammatical correct when written, but not quite appropriate while speaking. They also have a tendency to think in their local language first and then translate it to English as best as they can, which in most cases sound inappropriate.
To speak good English, one has to practice speaking the language and building up the confidence. Educational institutions do not provide students with opportunities to build confidence in speech. Indian education system also puts emphasis on memorizing answers. Students who memorize answers well, gets a good grade. Therefore, a good grade does not guarantee that the student is good in the language. Students may get a good grade in English but actually have poor English language skills. Schools lack in implementing a proper method of testing and improving students applied language skills.
Spoken English skills can be developed and nurtured by creating an environment where the language can grow. Students should get into the habit of listening to proper English. The internet has a lot of resources on English language learning, audio-visual materials on spoken English, various English programs and speeches, which are all available for students to listen to and improve their English. Reading books, magazines and newspapers in English can also significantly improve language skills. Proper listening and reading activities on an ongoing basis can create an environment to learn and improve English speaking skills.
In Indian schools and colleges, English is taught as a subject. Communicating in English or developing communication skills is not a part of the syllabus. Indian education system gives much needed importance to grammar, reading and writing; but, the same amount of importance required is not given to develop student’s spoken English skills. Schools do not have classes dedicated to spoken English and teachers do not emphasize on speaking skills of the language. While Indian students are learning to read and write, they are not learning to speak clearly and fluently.
Students are unable to introduce themselves in basic English and take part in simple conversations. They lack confidence as they do not get enough practice in spoken English. Students do not receive proper guidance and feedback on their speaking skills, and therefore, often end up speaking in a way which sounds grammatical correct when written, but not quite appropriate while speaking. They also have a tendency to think in their local language first and then translate it to English as best as they can, which in most cases sound inappropriate.
To speak good English, one has to practice speaking the language and building up the confidence. Educational institutions do not provide students with opportunities to build confidence in speech. Indian education system also puts emphasis on memorizing answers. Students who memorize answers well, gets a good grade. Therefore, a good grade does not guarantee that the student is good in the language. Students may get a good grade in English but actually have poor English language skills. Schools lack in implementing a proper method of testing and improving students applied language skills.
Spoken English skills can be developed and nurtured by creating an environment where the language can grow. Students should get into the habit of listening to proper English. The internet has a lot of resources on English language learning, audio-visual materials on spoken English, various English programs and speeches, which are all available for students to listen to and improve their English. Reading books, magazines and newspapers in English can also significantly improve language skills. Proper listening and reading activities on an ongoing basis can create an environment to learn and improve English speaking skills.
GESE goes desi
Good communication skills in English are now a highly sought-after power, needed by all young job-aspirants, whatever be the qualifications they possess. HR departments and recruiters of all companies find that good English skills among the youth are becoming rarer and rarer. A recent Mckinsey report states that only 30% of our graduating fraternity is employable. The balance fall by the wayside on account of a lack of these simple skills.
This issue has been noted and is being addressed by the central and state governments on a fire-fighting mode. There is a scramble to introduce spoken English courses, language labs, etc. right across the country. These special courses are required because there is an under-emphasis of listening and speaking skills in the usual school curriculum when contrasted with reading and writing skills. Another hurdle is the Indian student’s tendency to memorise but not internalise information.
The globally conducted and internationally recognised ESOL examinations offered by Trinity College, London is particularly suited to address these problems. Through, Orient Longman, its national manager in India for ESOL examinations, Trinity College, London offers Graded Examinations in Spoken English (GESE) and Integrated Skills in English [ISE] examinations to assess one’s proficiency of English.
The examinations were introduced in late 2004 and have now become very popular with students of all ages. Institutions and students have realised that what Trinity offers is not just examinations, but a system within which they can learn and master the language. Trinity examinations are now being taken by students not only from major cities, but also from very remote cities, which are a recognition of the benefits the system provides. It is also indicative of the extent of the rush to address the problem by institutions in every part of the country.
The GESE is unique in several ways: these graded examinations offer various levels to accommodate candidates of different linguistic ability. The tests are conducted face-to-face by trained native examiners from the UK. Beginning right from grade 1 (which is meant for beginners) through grade 12 (meant for advanced users of the language), the exams provide an opportunity to a wide variety of learners. The stress is completely on spontaneous speaking, so the tests do not require any special books, nor do they deviate much from the usual school curriculum. The grades that are awarded are aligned to the Common European Framework of Reference, hence providing international standardisation.
Encouraged by the success of the exams and keeping in mind the special requirements of the state boards, GESE India has also been recently introduced. Local examiners – trained by Trinity College, London – will conduct these examinations for GESE grades 1 to 3.
This issue has been noted and is being addressed by the central and state governments on a fire-fighting mode. There is a scramble to introduce spoken English courses, language labs, etc. right across the country. These special courses are required because there is an under-emphasis of listening and speaking skills in the usual school curriculum when contrasted with reading and writing skills. Another hurdle is the Indian student’s tendency to memorise but not internalise information.
The globally conducted and internationally recognised ESOL examinations offered by Trinity College, London is particularly suited to address these problems. Through, Orient Longman, its national manager in India for ESOL examinations, Trinity College, London offers Graded Examinations in Spoken English (GESE) and Integrated Skills in English [ISE] examinations to assess one’s proficiency of English.
The examinations were introduced in late 2004 and have now become very popular with students of all ages. Institutions and students have realised that what Trinity offers is not just examinations, but a system within which they can learn and master the language. Trinity examinations are now being taken by students not only from major cities, but also from very remote cities, which are a recognition of the benefits the system provides. It is also indicative of the extent of the rush to address the problem by institutions in every part of the country.
The GESE is unique in several ways: these graded examinations offer various levels to accommodate candidates of different linguistic ability. The tests are conducted face-to-face by trained native examiners from the UK. Beginning right from grade 1 (which is meant for beginners) through grade 12 (meant for advanced users of the language), the exams provide an opportunity to a wide variety of learners. The stress is completely on spontaneous speaking, so the tests do not require any special books, nor do they deviate much from the usual school curriculum. The grades that are awarded are aligned to the Common European Framework of Reference, hence providing international standardisation.
Encouraged by the success of the exams and keeping in mind the special requirements of the state boards, GESE India has also been recently introduced. Local examiners – trained by Trinity College, London – will conduct these examinations for GESE grades 1 to 3.
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