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Desai committee Report

1.1.1 Desai Committee Report

In 1960, the L. R. Desai Committee was appointed to re-examine the existing syllabus in English and to define the objectives of teaching English.  The report presented by this Committee in 1961, examines the situation, the needs of the learners, the adequacy or otherwise of the syllabus used for English at that time and offers suggestions for change (Appendix 1). According to this report, learners would need English for higher studies and for job opportunities.

“In the Secondary School, our attempt should therefore be to lay a solid foundation of linguistic skill and power in English, which should enable the pupil even after leaving secondary School to continue the process of developing additional linguistic skill and power according to his need”.       ( Desai 1961:10 )

The main objective laid out in the syllabus for secondary education,  published by the Director of Education of the former Bombay state,  which was also in vogue in Gujarat state in the 60’s is as follows :
“The main objective in the teaching of English in Secondary School should be to enable pupils to understand simple spoken and written English and to carry on simple conversation in English ( vide Pg. 6 ).”

The Desai committee report notes that the objective stated is suitable to the needs of the learners,  but the syllabuses used at that time go beyond this simple objective and hence the learners are not benefitted.
About written work the Desai Committee report says,

“….the present syllabus demands a good amount and variety of written work in English during the last two years of the High School.  A continuous composition of about 200 words (an essay),  a story from a given out-line,  a letter,  a short narration of a character or an event from the text,  answering questions in three or four sentences,  those indicate the type of written work which a student is expected to do at the S.S.C examination.  Consequently these forms of composition were allocated to the lower Classes.” (Pg. 12)

The members express their dissatisfaction and point out that the learners are not able to realize the goals set for them.  They have made a number of suggestions to improve the teaching of English, one of which is to introduce the play-way method to make the study of English more purposeful,  interesting and effective.  The Committee also restates the objectives for teaching English.  For expression in writing,  the following objectives are laid out :

to use an additional 300 to 400 words from the active vocabulary prescribed ;
to answer in simple sentences containing phrases and in easy compound and complex sentences questions based on the prescribed texts ;
to reproduce a story learnt, with the help of questions ;
to write about 10 connected sentences on characters included in the text and on familiar scenes and events ;
to write short personal letters to friends and relations;
to translate from mother-tongue into English.  (This is with a view to consolidating the structures or teaching points and usage learnt and bringing out the distinctive features of the two languages)”.    (pg. 16).

In the written work, emphasis is given to the mechanics of writing, organization and the style of presentation :
“… the coherent presentation of one’s ideas on a given topic, in simple and correct English and in a forceful and effective style.” (Pg. 24)

To improve learner’ s handwriting, and help them master the mechanics of writing, copy writing, transcription exercises and dictation are suggested.  The teachers are cautioned against beginning writing at a premature stage and teaching writing carelessly, because ‘writing is a more complex process than recognition, reproduction and reading of the symbols and words’ (Pg. 25).  Many exercises are suggested for practice in sentence building from where they could gradually be led to ‘acquire the skill of arranging their thoughts systematically and presenting them in a simple but effective style’. (Pg. 25). 

The Committee says, “Written work forms the apex of our entire programmed of English teaching. “ (Pg. 25)
So the members of the committee suggest that teachers should devote sufficient time and attention to see that the objectives laid out in the syllabus are realized.