Going back to the history of English, the Hanuman Dhoka inscription, using different language by King Pratap Malla in the 17th century is one of the oldest records of the use of foreign language in Nepal. Aryal,K.K.(1970, p 16) argues that the Christians missionaries appeared during the latter period of Mall kings are responsible for the introduction of English to contact the Nepalese with western culture and learning, Use of English to translate even Hindu epics and manuscripts was so common. The expulsion of clergymen of Christian missionaries in the cause of supplying secret information to the East India Company reduces the influence of the missionaries in Nepal. Aryal(ibid., p. 23)further reveals that Jung Bahadur Rana ,being inspired by the progress made by the United kingdom during his visit to that country, opened the first English school in Nepal in 1844 with the sole purpose of educating his children ‘ Awasti (1979, p 2) reveals that the purpose of opening Durbar high school was to improve the relationship with British power besides educating their children. He further states that English language improved when the Nepalese were allowed to join the British Indian Army and Chandra Shumser sent twenty percent population to participate in the First World War and English in higher education initiated only after 1918 after the establishment of Tri-Chandra college. Table EDUCATION IN NEPAL IN 1950 Kinds of Institutions Number of Institution Primary schools 310 High schools 11 Colleges 2 (tri Chandra +Sanskrit) Religious schools[Buddhists and Muslims] 40 (roughly estimated, no proper record available) [Sources: Aryal KP, Education for development of Nepal, p. 23] There has been drastic change in the field of education after 1950.English was made compulsory subject after the establishment of Durbar High School and introduction of New Education System Plan. 1971-2000 Before NESP there were two papers English with 100 marks each. After NESP, there is 100 marks 1 full paper English. Regarding it Malla (ibid., p. 3)states, “ The first thing with the implementation NESP there is complete switch over to Nepali as the medium of instruction, In spite of the fact that there is now 11.11 % of the curricular development to English at lower secondary,16.66%of secondary level, students less use of English at school.” As TU planned to implement Nepali as a medium of instruction by 1984 but Malla and other academicians opposed it, arguing that switching over Nepali means deterioration of English. Malla (ibid., p. 16)states “Because of our unfold faith in universal needs of English, ELT in Nepal, is greatly affected by the law of diminishing return of a sort. There is no social, economic, political or pedagogical ground to select that everyday needs English in secondary school system in Nepal.”
Posted on: Thu, 29 Aug 2013 03:31:16 +0000
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