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This study aims to explore how institutional and educational practices influence access to English among different socio-economic groups in India.

"English Is Here to Stay": A Critical Look at Institutional and Educational Practices in India

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This study aims to explore how institutional and educational practices influence access to English among different socio-economic groups in India.
Conducted an ongoing ethnographic project focusing on the Indian middle class and English access.
Collected data from Dalit students and those from Other Backward Classes who attended Gujarati-medium schools for K-12 education.
Analyzed the impact of teaching practices on English language accessibility at the tertiary level.
Lower-income and lower-caste groups face significant barriers to accessing English, reinforcing socio-economic divides.
Students from Gujarati-medium backgrounds struggle with English at the tertiary level, limiting their educational opportunities.
Institutional practices contribute to the exclusion of marginalized groups from English proficiency, sustaining power imbalances.

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Ethnographic project reveals barriers to English access for lower caste and low-income students in India, highlighting systemic inequities.

Vai Ramanathan (1999) studied this question.

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Ethnographic project reveals barriers to English access for lower caste and low-income students in India, highlighting systemic inequities.