ABSTRACT
Chapters 3 and 4 cumulatively substantiate that the English Language is in fact causing a dichotomy between economic growth and inclusive growth in India. Chapter 5 attempts to provide a solution to the paradox through a proposition of making the language, and its learning, more inclusive. It propagates the relevance of the education system as the driver of said inclusivity and outlines the contemporary problems with the system in disseminating the essential skill of English proficiency. Particularly, using a sample of students for primary data collection, it evidences that the pedagogy of the English language is flawed in two ways – first, the dissemination of the language is through rote learning; and second, the evaluation is limited to the assessment of the “regurgitated” content. The chapter proposes a shift from a traditional behaviourist way of teaching to a social constructivist paradigm in the education sector in an attempt to address these challenges in the education sector and the resultant dichotomy in the growth domain.
