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1. This paper discusses issues relating to language education in India. It notes that while India has many native languages, the education system tends to encourage monolingualism which is problematic in today's globalized world. 2. Specific problems discussed include the lack of language development in primary, junior high and high school curriculums. The paper suggests teachers and curriculum planners should revise language education to be more inclusive. 3. Providing better language learning facilities and hiring skilled teachers could help address education issues and promote learning. Revising curriculums and giving languages more emphasis is ideal.

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Paperdiscourse

1. This paper discusses issues relating to language education in India. It notes that while India has many native languages, the education system tends to encourage monolingualism which is problematic in today's globalized world. 2. Specific problems discussed include the lack of language development in primary, junior high and high school curriculums. The paper suggests teachers and curriculum planners should revise language education to be more inclusive. 3. Providing better language learning facilities and hiring skilled teachers could help address education issues and promote learning. Revising curriculums and giving languages more emphasis is ideal.

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MAKALAH DISCOURSE ANALYSIS

Situating the Universe of Discourse in a


Global Context: Issues Relating to the Status
and Development of the Urdu Language
in for School Education in India

Gebriel Anatassia Sibarani


Reg. No. 201010600565

Dosen Pengampu : Dwi Rahayu S.Pd,M.A.

UNIVERSITAS PAMULANG
TANGERANG SELATAN
2023
Bab 1
Pendahuluan
1.1 Background

The aforementioned statement could easily be seen as a criticism of the language utilized as
a medium of instruction, a problem that has dogged India's school system since
Independence. India had about 3000 native languages by the year 1970, spread over four
language groups and written in ten main scripts and dozens of smaller ones.1 However, the
harsh criticism above was made by the U.S. Supreme Court in the Lau versus Nichols
decision in 1974, where the Court determined that the public authorities in San Francisco,
California, had engaged in discrimination by pursuing monolingual education. 1800 Chinese
kids were denied equal opportunity in educational programs.In order to dispel the
misconception that India is the only country handling linguistic variety in the globe, I have
chosen to start this brief essay by giving this seemingly out-of-place example. A
"monolingual ideology," which ignores diversity, is still present in many, if not most, of the
world's educational institutions.
Everywhere, school systems still appear to be set up in a way that encourages children to
adopt monolingual and monocultural identities, which are now problematic. As a result, the
mainstream curriculum, especially the language curriculum, needs to undergo revisions
from teachers and curriculum planners. This is particularly true given that schools around
the world are anticipated to play growingly significant roles in forming the new citizens of an
economy that is much more integrated globally—with greater mobility of "knowledge
workers" within nations and around the world. As a result, children today and adults
tomorrow will need to acquire and put to use linguistic and other global abilities in their
daily lives both in their hometowns and in bigger communities in the nation of India.
1.2 Problem Formulation
The problems that will be discussed in this paper include:
- What problems exist at other levels of education, for example at elementary, junior
high or high school?
- How to solve India's education problem?
1.3 Reason for Writing
The following are the goals of the problem in this paper:
- to be aware of the current issues with education in India?
- to learn how to address India's educational issues?
1.4 Writing Has Advantages for the Government
can be referred to as a model for raising India's educational standards.
The Teachers
can be utilized as a model for instruction to emphasize the language development
curriculum in India.
Involving Students
can be utilized as educational material to broaden understanding.

Bab 2
DISCUSSION
2.1 Theoretical Study
- knowledge of language
instruction

According to H. Horne, for people who have matured intellectually, emotionally, and
physically, who are free, and who are conscious of God, there is a continuous (eternal)
process of higher adjustment.bThe definition of education in terms of language is the
process of changing a person's or a group of people's attitudes and behavior in an effort
to aid individuals in maturing through teaching and training.

2.2 Problems in the curriculum at the elementary, junior high and high school levels.
- Teachers and curriculum planners
As a result, the mainstream curriculum—especially the language curriculum—needs to
be changed. The state or society may also see it as accomplishing a significant goal,
although this can only be deemed "necessary" if it mandates the learning of a foreign
language or selects Indian Urdu as their primary language. No amount of legislation will
be able to keep the phrase that is likely to be used frequently.

2.3 How to Address Education Level Issues


Facilities for language instruction at the primary level include: The President may issue
such directives to the Territories of any part of India he deems necessary or appropriate
to ensure the provision of such facilities. It should be the goal of every state and local
government in the nation to provide adequate facilities for the teaching of language
recognition at the primary level of education and for children belonging to language
minorities.
CHAPTER III
CLOSING

3.1 Conclusion

All living things share many traits with languages. It develops from a parent stock and,
under the right circumstances, will spread from its native soil, producing, like the Latin of
Rome, a family of illustrious descendants. Additionally, it is vulnerable to corruption,
degradation, and extinction. It must deal with competition and adapt to shifting
environments, just like animals and plants. If it doesn't change, it loses importance, is
abandoned by its users, and eventually perishes because, unlike the observable forms of
nature, a language has no independent life of its own. It only exists on the lips of those
who use it, and ultimately, the success of those who employ it determines its fate.
3.2 Suggestions
In order to promote the teaching and learning process, it is ideal for schools to give
language learning more emphasis. Additionally, the government and schools are paying
greater attention to children's education and are being more thorough when hiring
skilled teachers.

Reference
9Victor Stevenson, ed. Words: An Illustrated History of Western Languages
(London: Macdonald,)
William B. Thomas and Kevin J. Moran, “Struggling for Continuity:
Ethnic Identities and Language in the United States,” World Yearbook of
Education 1997 Intercultural Education, eds. David Coulby, Jagdish Gundara and
Crispin Jones (London: Kogan Page, 1997), p. 192.
3Binod Khadria, The Migration of Knowledge Workers: Second-Generation
Effects of India’s Brain Drain (New Delhi: Sage Publications, 1999).
4Tapas Majumdar, “Intercultural Education in India,” World Yearbook of
Education 1997, pp. 112–120.

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