Reading Passage 10

Medium of Instruction in Higher Education

By Dr. Ramesh Pokhriyal Nishank

1. Indian languages have never got the importance they deserve in the higher education system. Teaching and learning have largely been in a foreign language. But a change is in the offing, with the advent of the National Education Policy (NEP) 2020. Prime Minister (PM) Narendra Modi recently tweeted: “Taking inspiration from the National Education Policy, it will now be tried to teach all technical courses including medical, engineering in mother tongue.”

2. It is time we focused on the use of the mother tongue or regional language as a medium of instruction in higher education. The discussion on the use of the mother tongue in education goes back to the time of Lord Macaulay. This debate continued in post-independent India with the release of the Radhakrishnan Committee report of 1948-49, known as the Report of the University Education Commission. It recommended that English be replaced by an Indian language as the medium of instruction for higher education as early as practicable. This was followed by the Official Language Commission, Emotional Integration Committee, NEP (1968), NEP (1986/1992) and NEP 2020.

3. Each report also pronounced that Indian languages are a sine qua non for educational and cultural development since they strengthened equity in education.

4. The current NEP recommends that higher education institutions should use the mother tongue/local language as a medium of instruction, and/or offer bilingual programmes. This will help provide quality teaching to more students and thus increase Gross Enrolment Ratio (GER) in higher education. It will also promote the strength, usage, and vibrancy of all Indian languages. This way, private institutions too will be motivated to use Indian languages as a medium of instruction and/or offer bilingual programmes. This will ensure that there is no difference between government and private institutions.

5. The teachers’ training programme, the four-year Bachelor of Education dual degree, will also be bilingual. This will facilitate the training of cadres of teachers across subjects. Science and math teachers will also adopt the bilingual approach to teaching.

6. To translate recommendations into action, high-quality learning and print material in Indian languages, including textbooks, workbooks, videos, plays, poems, novels and magazines, will be developed. This will be done by creating quality programmes in translation and interpretation. To this end, an Indian Institute of Translation and Interpretation (IITI) will be established. This will employ numerous scholars in Indian languages, subject experts as well as experts in translation and interpretation. Technology will be used to aid in these translation and interpretation efforts.

7. Teaching in the mother tongue/ regional language will help in building an equitable education system. The ministry of education will work to develop an equitable system based on the principles of fairness and inclusion. For the system to be fair, we should ensure that the personal and social circumstances of students should in no way be obstacles to realizing their full academic potential. At the same time, to ensure inclusion through the use of the mother tongue/ regional language, we should set up a basic minimum standard of education which eliminates all disparity.

8. While it is necessary to strengthen Indian languages as medium of instruction while enhancing the principle of equity in education to improve educational standards, it is equally imperative for students to have a good command over the English language since they are global natives in the 21st century. But this cannot be at the cost of Indian languages as a medium of instruction. Indian languages must be supplemented by English. It is heartening to note that institutions such as the Indian Institutes of Technology, Kharagpur and Roorkee, and Banaras Hindu University, among others, have come forward to promote the use of Indian languages. These initiatives will prepare students to live in a local, national and global society utilizing a harmonious blend of Indian languages and English as recommended by NEP.

[Link: In higher education, it is time to prioritise Indian languages - Hindustan Times, 

Dec 02, 2020]

Answer the following questions:

1. “sine qua non” used in the passage is a Latin term. Which word in the options means the same:

a) Meaningless 

b) Essential 

c) Harmful 

d) Adequate

2. Replace the underlined phrase in the sentence without changing its meaning.

But a change is in the offing, with the advent of the National Education Policy (NEP) 2020.

3. Based on the passage select the option that is true for the Assertion (A) and Reason (R).

(A) NEP 2020 recommends that education should be imparted in the mother tongue or local language.

(R) Giving importance to local languages does not mean undermining the importance of English. 

a) Both A and R are true and R is the correct explanation of A.
b) Both A and R are true, but R is not the correct explanation of A.
c) A is true, but R is false.
d) Both A and R are false.

4. The passage includes advantages of using mother tongue as a medium of instruction in higher education, EXCEPT:

1. It will decrease the gap between institutions.

2. Indian languages will regain their due importance.

3. Better understanding and retention of the concepts.

4. More students will pursue higher education.

5. Improved teacher-student relationship.

6. Language and subject experts will get employment.

a) 3, 4, 6

b) 1, 3, 5

c) 3, 5

d) 4, 5

5. Elucidate the difference between ‘Equality’ and ‘Equity’.

[ANSWERS]

Clauses Excercise

 

Exercise 1

Identify the phrases and clauses in the following sentences.

1. I completed my project, but I was not satisfied with it.
2. Jacob knew about it; however he kept asking everyone about it.
3. I was waiting at the park.
4. They all sang extremely well.
5. The girls in the black dresses are the ones who won the competition last year.
6. In the meantime, I will help you with your domestic chores.
7. Santana and Brittany are good dancers.
8. When we reach home, we will call you.
9. We were planning our summer vacation.
10. She finally agreed to come with us to the slumber party.

 Exercise 2

Identify the Main and Subordinate Clauses in the given sentences.

1.     After we reached home, we watched a movie.

2.     I know how to drive a car, but I enjoy riding bikes.

3.     Today is Wednesday.

4.     While we were waiting at the bus stop, we saw a monkey snatching a snack from a little boy.

5.     My mom asked me to call her as soon as I boarded the bus.

6.     When I met you, I did not think we would get this close.

7.     It was my sister’s birthday yesterday; however, she did not want to celebrate.
8.     Everybody knows the boy who won the Best Outgoing Student Award.

Exercise 3

Point out the Noun Clauses in the following sentences:

1.     I often wonder how you are getting on.

2.     I fear that I shall fail.

3.     He replied that he would come.

4.     Do you deny that you stole the watch?

5.     I thought that it would be a fine day.

6.     That you should cheat me hurts me.

7.     No one knows who he is.

8.     He saw that the clock had stopped.
9.     That you should say this is very strange.
10.  I don't see how you can get out of this mess.

Exercise 4

Complete the following by adding suitable Noun Clauses:

1.     I cannot understand ___________.
2.     ___________ is true.
3.     They all said ___________.
4.     I think ___________.
5.     ___________ is a well known fact.
6.     ___________ is quite certain.
7.     ___________ is remarkable.
8.     Have you heard ___________?
9.     He was pleased with ___________.

10.  _____________ is exactly the one I was looking for.

Exercise 5

In each of the following sentences replace the words in italics by suitable Noun Clauses:-

1.     The time of his coming no one can guess.
2.     I heard of his success.
3.     The reason of his failure will never be known.
4.     I predict a change in the weather.
5.     The jury believed the man guilty.
6.     We expect an improvement in business.
7.     Who can doubt the truth of his statement?
8.     I know him to be trustworthy.
9.     I do not believe the account given by him.

10.  He confessed his guilt.

Exercise 6

Pick out the Adjective Clauses in the following sentences, and tell what noun or pronoun each qualifies:

1.     Mary had a little lamb whose fleece was white as snow.
2.     The letter brought money which was badly needed.
3.     The house that I live in belongs to my father.
4.     I am monarch of all I survey.
5.     I have a little shadow which goes in and out with me.
6.     The dog that bites does not bark.
7.     He tells a tale that sounds untrue.
8.     It's an ill wind that blows nobody any good.
9.     The boy stood on the burning deck whence all but he had fled.

10.  They never fail who die in a great cause.

Exercise 7

Supply suitable Adjective Clauses:-

1.     I know the place __________.
2.     He is the man __________.
3.     The house __________ is a hundred years old.
4.     His offence is one __________.
5.     Where is the book __________?
6.     Boys __________ will not be promoted.
7.     He has lost the book __________.
8.     I found the book __________.
9.     I know the man __________.

10.  No man __________ shall suffer in any way.

Exercise 8

In each of the following sentences replace each Adjective Phrase by an Adjective Clause:

1.     A man of industrious habits is sure to succeed.
2.     He told us the time of his arrival.
3.     The time for departing has now arrived.
4.     Do you know the road leading to the temple?
5.     I have a box, filled with almonds.
6.     We all admire a man of courage.
7.     A city on a hill cannot be hid.
8.     The people in the gallery could not hear.
9.     You can have anything of your liking.

10.  The houses of the Burmans are generally built of bamboo.

Exercise 9

Pick out the Adverb Clauses in the following sentences:

1.     You may sit wherever you like.
2.     He fled where his pursuers could not follow.
3.     He behaves as one might expect him to do.
4.     Because you have done this I shall punish you.
5.     As he was not there, I spoke to his brother.
6.     If you eat too much you will be ill.
7.     He finished first though he began late.
8.     Will you wait till I return?
9.     Just as he entered the room the clock struck.

10.  They went where living was cheaper.

Exercise 10

Supply suitable Adverb Clauses:

1.     Do not go __________.
2.     He is not so clever __________.
3.     I was so hurried __________.
4.     He ran so fast __________.
5.     He always does __________.
6.     He spoke so low __________.
7.     I shall do nothing __________.
8.     Fools rush in __________.
9.     Nobody likes him __________.

10.  Open rebuke is better __________.

Exercise 11

In each of the following sentences replace each Adverb Phrase by an Adverb Clause:

1.     On his return we asked him many questions.
2.     Do it to the best of your ability.
3.     The prince was met on his arrival by his secretary.
4.     In spite of poverty he became distinguished.
5.     Upon seeing the signal the troops set out.
6.     Nobody must expect to become rich without hard work.
7.     They were very grateful to him for his kindness.
8.     In comparison with air water is heavy.
9.     The weather is too bright to last.

10.  My heart is too full for words.

Exercise 12

Fill in the blanks with the most appropriate clause.

1. You may sit ______________.
2. ______________, I spoke to her sister.
3. Will you wait ______________?
4. I fear ______________.
5. I do not know ______________.
6. I think ______________.
7. Mary had a little lamb ______________.
8. Here is the copy ______________.
9. She never does anything ______________.
10. The house ______________ belongs to my grandfather.

 Answers of Exercise 12

1. You may sit wherever you like.
2. As she was not there, I spoke to her sister.
3. Will you wait till I return?
4. I fear that I shall fail.
5. I do not know what he wants.
6. I think you have made a mistake.
7. Mary had a little lamb whose fleece was white as snow.
8. Here is the copy you want.
9. She never does anything unless her parents allow it.
10. The house that I live in belongs to my grandfather.

THE CLAUSE

Some Terms of English grammar

Letters are written symbols which represent one of the sounds in a language.

A Word a single unit of language that means something and can be spoken or written.

A Phrase is a group of words that works together in a sentence but does not contain a subject or a verb.

A Clause is defined as “a group of words that includes a subject and a verb and forms a sentence or part of a sentence.

A Sentence means a group of words that makes complete sense. It begins with a capital letter and ends with a full stop. It always contains a finite verb. A sentence may be a statement, question, exclamation, or command. It consists of a main clause and one or more subordinate clauses.

Difference between a Phrase and a Clause

Column A

Column B

1.   One of my friends had come to visit me. (NP) 2.   The students were given a difficult question. (NP) 3.   She was taller than all of her classmates. (AdjP) 4.   The question given was too easy. (AdjP) 5.   He bakes cakes every Sunday. (AdvP) 6.   A truck came at a very high speed. (AdvP) 7.   The space under the gray shed is overgrown and needs to be cleared out. (Prep.P) 8.   The cat jumped onto the counter. (Prep.P) 9.   The dogs have been barking continuously. (VP)

1.  I know what you want. (NC) 2.  What you want is not my concern. (NC)   3.  The girl whose parents died last year was adopted by my uncle. (AdjC) 4.  The painting we bought last week is a fake. (AdjC)   5.  I will tell the truth wherever I please. (AdvC) 6.  He acts like it is a joke. (AdvC)

The italic parts of the sentences given in column A are phrases because they do not contain a subject and a predicate. They are a group of words, which makes sense, but not complete sense.

The italic parts of the sentences given in column B are phrases because they contain a Subject and a Predicate.

Attempt Exercise 1

Types of Clauses

1. When I grow up, I want to be a doctor.
2. Although I like him, I hate his dressing sense.

In the examples given above, underlined clauses are the independent clauses.
In the examples given above, italicized clauses are the dependent clauses.

• Independent Clause or main clause is a clause that can stand on its own as a distinct sentence.
• Dependent Clause or subordinate clause in contrast, is not a complete sentence. These clauses depend on independent clauses to clearly express ideas.

AttemptExercise 2

Functions of Dependent Clause

Subordinate Clauses can perform three distinct functions: They can operate as adverbs, adjectives, or nouns.

 

Noun Clause

I know what you want.
Here, what you want is a dependent clause that acts as a noun. Therefore, it is a Noun Clause.

Features of a Noun Clause

1. Many of noun clauses start with "that," "how," or a "wh"-word (i.e., "what," "who," "which," "when," "where," or "why").
2. It plays any of the functions of a noun (subject, direct object, indirect object, subject complement and object of a preposition).

More Examples:

Function of NC	Example Sentence	Explanation
Subject	What he said surprised everyone.	The noun clause acts as the subject of the sentence, performing the action or being the topic.
Object	She didn't know where he went.	The noun clause functions as the direct object, receiving the action of the verb.
Subject Complement	The truth is that he lied.	The noun clause follows a linking verb and renames or describes the subject.
Object Complement	They made him what he is today.	The noun clause renames or describes the object after the verb.
Appositive	The idea that he could win was exciting.	The noun clause renames or gives additional information about another noun.
Object of Preposition	She is interested in whatever he says.	The noun clause follows a preposition and completes the prepositional phrase.

Attempt Exercise 3, 4 & 5

Adjective Clause

• The boy I met last week was a thief.

Here, I met last week is a dependent clause that acts like an adjective. Therefore, it is an Adjective Clause.

Features of an Adjective Clause

1. It starts with a relative pronoun (who, whom, whose, that, or which) or a relative adverb (when, where, or why).
2. It tells the quality of the noun.

More Examples:

Function of Adj Clause	Example Sentence	Explanation
Modify Nouns	The book that I borrowed is fascinating.	The adjective clause describes or gives more information about a noun, such as which book.
Modify Pronouns	She is the one who won the award.	The adjective clause provides more information about a pronoun, specifying which person.
Indicate Quantity	They offered all that they could.	The adjective clause specifies the extent or quantity in relation to the noun or pronoun.
Show Possession	The man whose car was stolen is at the police station.	The adjective clause indicates possession or relationship to the noun it modifies.
Ask Questions (Indirect)	Do you know who is coming?	In indirect questions, the adjective clause can provide additional information about the noun.
Emphasize Selection	The students who studied hard passed the exam.	The adjective clause emphasizes specific members within a group, such as which students.

Attempt Exercise 6, 7 & 8

Adverbial Clause

• I will have lunch when my brother arrives.

Here, when my brother arrives is a dependent clause that acts like an adverb. Therefore, it is an adverbial Clause.

More Examples:

Function of Adv Clause	Example Sentence
Modify Verbs	She sings because she loves music.
Indicate Time	After the meeting ended, they went out for dinner.
Indicate Place	You can sit wherever you like.
Indicate Frequency	Whenever I see him, he smiles.
Indicate Degree	He is more successful than he ever imagined.
Indicate Purpose	He studies hard so that he can pass the exam.
Indicate Condition	If it rains, we will stay indoors.
Indicate Contrast	Although it was raining, they went for a walk.
Ask Questions (Indirect)	I wonder how he solved the problem.

Attempt Exercise 9, 10 & 11

AttemptExercise 12