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Legitimizing a New Universal for Post–Market Reform India: From Academic Proficiency to Conversational Skills

Mon, April 11, 11:45am to 1:15pm, Convention Center, Floor: Level Three, Ballroom South Foyer

Abstract

In this poster, I examine how language-in-education reforms in contemporary India undermine first generation English learners’ literacy acquisition in the post-market reform context where historically marginalized groups have gained unprecedented access to English schooling (Nambissan, 2011; NCERT, 2006). Analyzing the provision of English pedagogy in state-funded and private schools in the southern Indian state of Kerala, I first trace emergent curricular emphases on conversational skills and orality, which is a radical departure from earlier emphases on academic proficiency and literacy skills. Then, I scrutinize the justifications and assumptions underlying this shift. On the one hand, the disciplinary affiliations of second language acquisition promote assumptions of the primacy of orality (Harklau, 2002; Kern & Schultz, 2005; Pennycook, 1994). On the other hand, conflations of “traditional” literacy instruction with “memorization” were used to justify the ascendance of orality-centered pedagogies. In effect, state produced curricular materials reified these configurations to transfer literacy instruction outside the formal delivery system of the state. Further, I detail how the institutionalization of orality-centered pedagogy and market dependent literacy instruction is as advantageous for internationally mobile elite Indians as it is disadvantageous for first generation and low-income English learners. Theoretically, I conceptualize “reforming” as a construct in marginality wherein “deviant” or “backward” groups are reformed to fit “universal” categories, which however entails the normalization of the cultural norms and agendas of dominant groups (Appadurai, 2013; Delpit, 1988; Kumaravadivelu, 2006; Li, 2007; Pennycook, 1989; Sreenivas, 2011; Tickoo, 1986).

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