History of ELT in India

In India, we speak a special variety of English called Indian English, which comes from British English. It is used not only in India but also by Indians living in other countries. Although English is officially just an associate language in India, in reality, it plays a very important role. After Hindi, English is the second most spoken language in the country. In fact, it is the most read and written language in India. English is not only used to communicate with people from other countries but also to connect people within different Indian states. For many Indians, English is a symbol of good education, refined culture, and intelligence. It is especially important in areas such as law, education, business, and banking.

English holds a significant and multifaceted role in India, a legacy of British colonial rule that has evolved into a vital language for various aspects of Indian life. English was introduced to India in the 17th century with the arrival of the East India Company. To understand the evolution of English in India, it is useful to classify it into three distinct phases:

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1. The Pre-Independence Period

The development of English in pre-independence India was not a sudden change but a carefully constructed colonial strategy shaped through various educational policies, commissions, debates, and the efforts of influential individuals. Initially introduced as a tool to strengthen British rule, English gradually evolved into a powerful medium for governance, education, and elite social mobility.

The Charter Act of 1813 and the Role of Missionaries

The Charter Act of 1813 played a crucial role in introducing English education to India. For the first time, the British government officially accepted its responsibility to promote education by allocating ₹1 lakh annually for this purpose. Although the Act did not mention English as the medium of instruction, it permitted Christian missionaries to enter India. These missionaries came with the dual aim of spreading Christianity and promoting Western-style education. They set up schools across various regions, especially in remote areas, and played an important role in making English education more accessible.

Role of William Bentinck

The spread of English education gained momentum under William Bentinck, who became Governor-General of India in 1828. Influenced by Charles Grant, a strong advocate of English education, Bentinck believed that English should be the language of administration and education. In 1830, responding to Bentinck’s recommendations, the Court of Directors approved the use of English in official government work.

This decision sparked a major debate within the Committee of Public Instruction, leading to two opposing groups: the Anglicists, who supported English as the medium of instruction, and the Orientalists, who favoured classical Indian languages like Sanskrit and Arabic. Both groups, however, agreed that the lower levels of education should use the vernacular languages spoken by the people.

Macaulay’s Minute on Education (1835)

To resolve the debate, Bentinck appointed Macaulay as President of the Committee of Public Instruction. In his famous Minute (1835), Macaulay argued that Indian languages were inadequate for modern education and that English should be the medium of instruction. He famously stated:

We must at present do our best to form a class who may be interpreters between us and the millions whom we govern; a class of persons Indian in blood and colour, but English in taste, in opinions, in morals and in intellect.”

As a result, Bentinck passed a resolution in March 1835 that government funds would only be used for English education. This marked the official beginning of English-medium education in India. However, it was initially intended only for the elite class, not the masses.

Wood’s Dispatch (1854) and the Establishment of Three Universities 

A major turning point came with the Wood’s Dispatch of 1854, often called the “Magna Carta of English Education in India.” It recommended using English for higher education while encouraging the use of vernacular languages at the primary level. The Dispatch also called for the establishment of universities in Calcutta, Bombay, and Madras, which were later set up in 1857. These universities followed the University of London model and used English as the medium of instruction. Moreover, the Dispatch promoted the translation of European knowledge into Indian languages to make education more accessible to a wider audience, reflecting a more balanced and inclusive approach.

Hunter Education Commission 1882

Despite earlier efforts, primary and elementary education remained largely neglected. To assess the situation, the Hunter Education Commission was set up in 1882 under the leadership of William Hunter. Appointed by Viceroy Lord Ripon, the Commission examined the lack of implementation of Wood’s Dispatch and the overall condition of primary education. It recommended that primary education should be managed by local boards and municipalities and encouraged the growth of private secondary schools with government support.

The Commission emphasized moral and vocational training and noted the lack of educational opportunities for Muslims and women. It promoted grant-in-aid schools, many of which were run by Indians trained in European institutions. These schools played a role in making English education more available, though it remained limited to urban and elite sections of society. It also advocated for the exclusion of religious teachings and recommended the development of textbooks on moral education.

Indian Universities Commission (1902)

As the number of universities and students increased, new challenges arose. By the turn of the century, students found it difficult to follow English-medium lectures at the college level. In response, Lord Curzon, the Viceroy of India, appointed the Indian Universities Commission in 1902. This commission led to the Indian Universities Act of 1904, which aimed to improve the quality of education. It recommended that English should not be introduced too early, and that it should be taught only after the student had acquired a basic understanding of the language. The commission suggested using vernacular languages at the primary level and gradually introducing English as a subject, and later as a medium, in higher education.

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2. The Period of the Indian Independence Movement

During India’s independence struggle, the Swadeshi Movement promoted vernacular education to encourage the use of Indian languages and reduce reliance on English. However, despite these efforts, English remained widely used during the freedom struggle. Many national leaders continued to use English for communication, writing, speeches, and journalism. English had become the language of political awakening and national resurgence that allow leaders to address both Indian and international audiences effectively.

Role of Mahatma Gandhi

Mahatma Gandhi played a unique and significant role in the development of the English language in India, especially during the freedom struggle. While he was a strong supporter of Indian languages and deeply rooted in Indian culture, he also recognized the practical importance of English as a means of communication, political expression, and global outreach.

Through his writings in journals like Young India, Harijan, and Indian Opinion, Gandhi used English to spread his message of Satyagraha, self-reliance (Swadeshi), and non-violence (Ahimsa). These publications were widely read, not only by educated Indians but also by international readers. As a result, English became the language through which India’s freedom movement was understood globally.

Gandhi also influenced a generation of Indian writers in English. Authors like Raja Rao, Mulk Raj Anand, and R. K. Narayan were inspired by his ideals and often reflected Gandhian values in their works. His own writings, especially Hind Swaraj and The Story of My Experiments with Truth, remain important texts in Indian English literature.

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3. The Post-Independence Period

After India gained independence in 1947, there was a strong movement to promote Indian regional languages or the mother tongue as the medium of instruction in schools and colleges. It was widely believed that students learn better in their own languages. However, English continued to dominate in elite schools and higher education institutions. At the college and university levels, most subjects were taught in English, except for Indian languages like Tamil, Telugu, and classical languages such as Sanskrit. The newly independent nation faced a major challenge in selecting a common language for education and governance, often referred to as the lingua franca. Although Hindi was proposed as the national language, the Indian Constitution of 1950 allowed English to remain an associate official language for 15 years. Due to strong opposition, especially from states like Tamil Nadu during the anti-Hindi agitations of the 1960s, English continued to play a central role, particularly in higher education.

The University Education Commission (1949) and later the Kothari Commission (1964-66) both recommended that Indian languages should gradually replace English as the medium of instruction in higher education. However, this policy was never fully implemented. While students could choose between English and regional languages in general streams like Arts and Science, professional courses such as Engineering and Medicine continued to be taught in English. This dual system led to educational inequality. Students from English-medium backgrounds, often from urban elite families, had an advantage, while those from regional-language backgrounds struggled with English at higher levels. Even as early as 1902, the Indian University Commission observed that students who studied English only as a subject in school often failed to understand lectures delivered entirely in English at the university level.

The National Education Policy (NEP) 2020 promotes the use of the mother tongue or regional languages as the medium of instruction in early education to strengthen understanding and learning. At the same time, it acknowledges the importance of English for global communication and higher education. The policy supports a three-language formula, encouraging balanced multilingualism, so that while students learn English as a subject and develop it as a skill, they can also stay rooted in their local languages and cultures.

📖 Read this article to explore the major problems of teaching English in India and the challenges educators face in real classroom settings.

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