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ENGLISH LANGUAGE AND MEDIUM IN INDIA: AN EMPIRICAL STUDY IN VISAKHAPATNAM SCHOOLS, ANDHRA PRADESH Mr. Syamasundara Rao, Sirla, M.A. (English Litt.), B.Ed. TET, Andara University, Visakhapatnam, Andhra Pradesh, India. ABSTRACT Thomas Babington Macaulay is widely recognized for introducing English education in India through his pivotal "Macaulay Minutes" in 1835. In this document, he advocated for English as the medium of instruction, aiming to cultivate a class of Indians who could act as intermediaries between the British rulers and the local populace. His proposals received the endorsement of Governor-General Lord William Bentinck, who officially implemented the policy on March 7, 1835. The history of the English language in India is deeply rooted in British colonialism, starting with trade and evolving into a significant influence in education, administration, and contemporary society. Initially introduced as a means of imperial control by the British East India Company in the early 17th century, English later became a vital tool for India's development and national unity. Its prominence grew in the 19th century, particularly with the 1813 Charter Act and Lord Macaulay's 1835 minute, which established English as the primary medium of instruction to cultivate a class of Indian administrators and professionals. Following India's independence, English continued to hold a crucial role as an official working language, a medium for higher education and administration, and a key instrument for international communication, leading to the emergence of a distinct "Indian English" dialect. Historically, English has been associated with the elite and privileged classes in India. The initial beneficiaries of English education were those who could afford to send their children to English-medium schools, thereby accumulating cultural capital over time. It's important to recognize that not only the language itself but also the way it is spoken--particularly the accent--creates social hierarchies, enabling the privileged to leverage their linguistic skills for social mobility. English medium schools provide advantages such as enhanced global communication, improved career prospects, and access to international resources and higher education, which can foster critical thinking and IT skills. However, they also present challenges, including the marginalization of local languages, potential cognitive overload for young learners, increased financial burdens, and the exclusion of non-English-speaking parents from supporting their children's education. The British established schools and universities in India modelled after their own, placing a strong emphasis on English. Many Indians also pursued their education at British schools and universities. Beginning in 1813, English Christian missionaries arrived in India and set up primary schools where local languages were used for instruction. Eventually, they expanded to create high schools that taught in English, necessitating a good command of the language for Indian students wishing to advance their education. In 1857, the British began constructing their own schools and universities in India, solidifying English as the primary language of education. Prominent leaders of that time endorsed English, viewing it as a crucial pathway to success. Those who were proficient in English were regarded as the new elite in Indian society. Numerous schools were established with English as the medium of instruction, and British regulations mandated that university-level education be conducted in English, making English-medium schools highly sought after by ambitious Indians. Even after India gained independence, English retained its significance. It was officially designated as an associate language, with plans to phase it out within 15 years. However, English continues to play a vital role in India today.