Bangalore: The Government's decision to introduce English as a language from first standard has kicked up a storm with people arguing for and against it in both academic and political circles. But what do those whom the policy is meant to benefit — the poor, especially in rural areas — have to say about it?

If a snap opinion survey conducted by the People's Movement for Quality Education, an extension programme of the Centre for Child and Law, National Law School of India University (NSLIU), is anything to go by, they are overwhelmingly in favour of the Government's decision.

They would like to place a few conditions, though, on how the language should be taught. The sample survey was conducted among students and their parents and teachers in 15 schools of Bannikuppe Panchayat of Ramanagaram taluk in Bangalore Rural district on October 11 and 12.

All the students (from I to VII standard) and parents interviewed endorsed the introduction of English, while a small percentage (16.7) of teachers voiced apprehensions.

Those in favour of the move say that English should be taught with "attractive illustrations" and "necessary teaching material". Some also said separate teachers should be appointed to teach English.

Teachers who supported the Government's move cite the following reasons for introduction of English: it is helpful in higher education; eliminates fear/inferiority complex; demystifies the notion that English is only for rich children in private schools and enhances credibility of government schools. Besides better teaching tools, the teachers in favour of English also lay the condition that "there should not be any non-teaching work or training during school days".

According to the survey, more women teachers favour introduction of English. The teachers who argued against it said it would affect learning Kannada and that teachers are not competent enough to teach English.

Speaking to The Hindu, Niranjan Aradhya, research officer of the centre, says that the sample survey is an "indicator of the primary stakeholders' aspirations that needs to be respected."

A State-wide survey could be taken up based on this framework, Dr. Aradhya pointed out.

Pointing to the fact that 40 per cent of the teachers surveyed said that the decision would increase their burden, Dr. Aradhya said: "Clearly, the tools used to teach the mother tongue cannot be adopted to teach English. Designing primers and training teachers is a challenging task that the Government needs to concentrate on."

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