Assessing the Higher Secondary English Curriculum in West Bengal
A Study on ESL Education
DOI:
https://doi.org/10.64169/dje.110Keywords:
Curriculum, Education, English, ESL, NPE, University Education Commission, West BengalAbstract
The present study analyses the conditions and development of English as a Second Language (ESL) teaching and learning in the higher secondary curriculum in West Bengal, India. As English was included in the Indian academic curriculum in the mid-19th century through Macaulay's Minutes, it became an inseparable part of the Indian education system. After many amendments to Indian education policy (from the Educational Dispatch of 1854 to the NEP 1968, 1986, and 2020), English has consistently been considered the vehicle of global knowledge and progress. The objective of this study is to evaluate the curriculum's efficacy by examining historical developments and policies and their impact on students' communicative competence, academic achievement, and readiness for further education and employment. A mixed-methods strategy was employed, including historical analysis, curriculum evaluation, teacher questionnaires, student interviews, and classroom observations at selected higher secondary schools in West Bengal. The assessment shows both the strengths and weaknesses that need further improvement. Consequently, the research provides some recommendations to improve ESL instruction in multilingual settings for educators, curriculum developers, and policymakers. The findings are confined to institutions run by the West Bengal Council of Higher Secondary Education (WBCHSE).
The current study aims to provide insights into the success of West Bengal's present ESL curriculum by examining its impact on student results and addressing issues such as teacher training, instructional resources, and policy implementation. By analyzing historical backgrounds and present practices, the study makes recommendations for improving English education better to meet the different needs of students in the region.
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