Kerawalla, GJ; (1975) A comparative study of factors influencing the language policies in India and the USSR. Doctoral thesis , University of London.

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Abstract

The aim of this study has been two-fold (a) intellectualise certain political point changes in India and the U.S.S.R. which have given rise to problems, the solutions to which are manifested in their respective language policies, and (b) to make a comparative study of the language problems and policies in India and the U.S.S.R. to see how similar problems are dealt with by the two countries, and with what success. Such a comparative study should help to provide lessons for India in the light of Soviet experience. The method of inquiry adopted for this way is that of the Problem Approach in Comparative Education. Accordingly, the study is divided into four main part, each dealing with one of the four main aspects of the Problem Approach. The ‘Preface’ states the aims, assumptions, method of inquiry, scope and limitations of the thesis. Part I, ‘The Problem’, dealing with problem selection and analysis, contains two chapter. In Chapter I the language ‘problem’ is identified and intellectualised in general terms. Some conceptual model of political control and linguistic diversity are also described in this chapter. Chapter II identifies and compares the specific features of the problem in the selected context of India and the U.S.S.R. such an examination could show the differences both of kind and degree, in the national characteristics of the ‘same problem’. Part II, ‘The Policy Solution’, deals with the policy proposals, as expressed in legislation, to meet the particular language problems of India and the U.S.S.R. Chapter III examines the official language policy at both the national and the regional levels. Chapter IV considers the language policy in education, covering the main aspects (a) language as a medium of instruction, and (b) language as a subject of study. Chapter V deals with the policy proposals for developing the various languages and scripts of the two countries. Part III, ‘The Contextual Variables’ describes the specific circumstances in which the policy solutions outlined in Part II are to be introduced. Consequently, the relevant factors, both normative and institutional, are identified and described in Section A and B respectively. Section A, ‘Normative Patterns’ consists of an analysis of the theories on the nature of nan, society and knowledge in India (Chapter VI) and the U.S.S.R. (Chapter VII), and their implications for language planning. Section B, ‘Institutional Patterns’ is a comparative study of the political structures of India and the U.S.S.R. (Chapter VIII) and of the decision-making process in education for the two countries (Chapter IX). Part IV, ‘The Future’, brings together the main findings of this study, makes reference to the problems of language planning in India, and by careful deductions from the hypotheses (policy solutions) against the back-ground of specific initial conditions arrives at conclusions regarding the future trends in language policy making in India. This chapter also offers some suggestions regarding the manner in which some of the language problems of India could be tackled.

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