Publications

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1. Chaudhary, S. (2008). Foreigners and Foreign Languages in India: A Sociolinguistic History. Foundation Books.
   Chaudhary's book explores the sociolinguistic history of foreign languages in India, focusing on the role of colonial and post-colonial interactions in shaping language use. The study examines how foreign languages, including English, have influenced Indian linguistic landscapes and educational practices. The book provides a detailed historical account of language contact and its implications for sociolinguistic dynamics in India.
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2. Chaudhary, S. (2014). Kothari Commission, 1964-66 on Language Education In Retrospect. Language and Language Teaching, 3(2), 41-47.
   Chaudhary's article offers a retrospective analysis of the Kothari Commission's recommendations on language education. The study reviews the commission's findings and their impact on language policy and educational practices in India. By examining the historical context and outcomes of the Kothari Commission's work, the article provides insights into the evolution of language education policy and its relevance to contemporary issues.
    

3. Chaudhary, S. (2016). First Textbooks in English in India. In Language Policy and Education in India (pp. 147-165). Routledge India.
   Chaudhary's chapter focuses on the early English textbooks used in India and their role in shaping educational practices. The study examines the content and pedagogical approaches of these textbooks and their impact on language learning in colonial and early post-colonial India. The chapter provides insights into how these educational materials influenced language policy and the development of English education in India.
    

4. Dixit, K., & Padwad, A. (2018). Intentions for Teaching and Failures of Learning: Historical Roots of English-Language Education Policies in Post-Independence India. In N. McLelland & R. Smith (Eds.), The History of Language Learning and Teaching III: Across Cultures (NED-New edition, pp. 246–260). Modern Humanities Research Association. https://doi.org/10.2307/j.ctv16kkz1j.19
   Dixit and Padwad examine the historical roots of English-language education policies in post-independence India, focusing on the discrepancies between policy intentions and educational outcomes. This book chapter provides a critical analysis of how educational policies have evolved and their effectiveness in achieving intended goals. The authors discuss various policy measures and their impact on English language teaching, offering a comprehensive review of the challenges faced in implementing effective language education.
    

5. Gargesh, R., & Sailaja, P. (2017). South Asia. In M. Filppula, J. Klemola, & D. Sharma (Eds.), The Oxford handbook of world Englishes (pp. 425–447). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199777716.013.27
   This chapter traces the history of English in the countries of South Asia, including the political, economic, educational, and social impact of the language on the region. The major debates and processes that led to the institutionalization of the language are highlighted. It then presents an outline of the typical linguistic features and also their variation across the region. Some of the consequences of the multilingual context and the need to communicate by a wide spectrum of groups led to the development of sub-varieties and widespread code-switching; the chapter discusses these phenomena as well. Some theoretical approaches that aim to explain some of the aspects of the linguistic features rather than merely describe the data are then presented.
    

6. Mahapatra, S. and Mishra S. 2019. Atriculating Identities- The Role of English Language Education in Indian Universities. Teaching in Higher Education. Vol 24,  Issue 3. https://doi.org/10.1080/13562517.2018.1547277 
   The article looks at the challenges to dominant ideologies we find in the sites of higher education in India during the last decade and examines the field of English education in Indian Universities as the Centre of conflicting perceptions of identities. As part of this, the article looks at the historicity of discourses behind continuing and contesting English education; the frequent articulation of ‘desire’ and the need for social mobility.  The paper also looks at the difference between knowledge of English and knowledge through English – a tension that characterises the introduction and continuation of English from the very beginning.
    

7. Mallik, R.C., Mishra, S. (2017). Language Education In Nineteenth Century Odisha: Some Issues and Perspectives . Language Policy and Education in India: Documents Contexts and Debates. Routledge. 
   https://www.routledge.com/Language-Policy-and-Education-in-India-Documents-contexts-and-debates/Sridhar-Mishra/p/book/9780367177324?srsltid=AfmBOoquICsSlVeA90Y6UCVR2Fv-omPzoUg5PftKxCa6qA5gjEg4W0xx
   The article focuses on the introduction of English in the State of Odisha, the role it had in ushering in vernacular modernity and the impact it had on establishing the Odia identity. By bringing in examples of bilingual dictionaries and thesaurus, the article shows how the growth of Odia nationalism, the language movement and the demand for separate statehood was concurrent with the spread of English and English education in Odisha.
    

8. Mishra, S. (2016). The Beginnings of English in India. Osmania Journal of English Studies.
   The article talks about the different ways in which English came into India. If the East India Company was one channel, there were many others like the common man’s need to learn English and the missionaries’ eagerness to popularize the language for the ease of proselytisation. The article also dwells on Warren Hastings’ policy of non-interference and subsequent interest in vernacular education in India.
    

9. Padwad, A. (2023). English, EMI, and Social Justice: The Indian (Hi) Story. In English as a Medium of Instruction in South Asia (pp. 115-127). Routledge.
   In this book chapter, Padwad examines the role of English as a medium of instruction (EMI) in South Asia and its implications for social justice. Focusing on the Indian context, Padwad explores how the adoption of English in education has affected social equity and access to educational opportunities. The chapter highlights the historical and contemporary challenges associated with EMI and offers critical perspectives on its impact on different socio-economic groups within India.
    

10. Rao, P. V. (2007). Women's Education and the Nationalist Response in Western India: Part I—Basic Education. Indian Journal of Gender Studies, 14(2), 307-316.
    This article focuses on the development of basic education for women in Western India and its connection to the nationalist movement. Rao examines how educational policies and practices related to women's education were influenced by and contributed to nationalist agendas. The study provides insights into the role of education in shaping gender and nationalist discourses.
     

11. Rao, P. V. (2008). Educating women and non-Brahmins as' loss of nationality': Bal Gangadhar Tilak and the nationalist agenda in Maharashtra.
    Rao's study explores Bal Gangadhar Tilak's views on women's and non-Brahmins' education within the context of nationalist movements in Maharashtra. The analysis highlights how Tilak's educational agenda was intertwined with broader nationalist goals and examines the implications of his views on education for social and political identity.
     

12. Rao, P. V. (2008). Women's Education and the Nationalist Response in Western India: Part II—Higher Education. Indian Journal of Gender Studies, 15(1), 141-148.
    Rao continues the examination of women's education in Western India, focusing on higher education in this second part. The article analyzes how the push for higher education for women was integrated into nationalist discourses and explores the challenges and achievements associated with this educational push.
     

13. Rao, P. V. (2013). ‘Promiscuous crowd of English Smatterers’: The ‘poor’ in the colonial and nationalist discourse on education in India, 1835–1912. Contemporary Education Dialogue, 10(2), 223-248.
    Rao's article examines the portrayal of the poor in colonial and nationalist educational discourses from 1835 to 1912. The study investigates how educational policies and narratives addressed (or failed to address) the needs and aspirations of poorer segments of society. The analysis provides insights into the socio-political dimensions of education and its impact on marginalized communities.
     

14. Rao, P. V. (2016). Modern education and the revolt of 1857 in India. Paedagogica Historica, 52(1-2), 25-42.
    Rao's article investigates the relationship between modern education and the Revolt of 1857 in India. The study explores how the introduction of Western educational practices and institutions influenced the political and social climate leading up to the revolt. By analyzing historical records and educational reforms, the article provides insights into the impact of education on colonial resistance movements.
     

15. Rao, P. V. (2016). New perspectives in the history of Indian education. Orient Blackswan Pvt Limited.
    Rao's book offers new insights into the history of Indian education, focusing on previously underexplored aspects and perspectives. The study provides a comprehensive analysis of educational developments and reforms in India, highlighting significant changes and continuities in educational practices and policies. The book serves as an important contribution to the historiography of Indian education.
     

16. Rao, P. V. (2019). Beyond Macaulay: Education in India, 1780–1860. Routledge India.This book offers a detailed analysis of educational developments in India from 1780 to 1860, extending beyond the influence of Thomas Macaulay. Rao explores various educational reforms and practices during this period, providing a broader perspective on the evolution of education in colonial India. The study highlights key figures, policies, and educational trends that shaped the Indian educational landscape.
     

17. Rao, P. V. (2019). Colonial state as ‘new Manu’? Explorations in education policies in relation to Dalit and low-caste education in nineteenth-century India. Contemporary Education Dialogue, 16(1), 84-107.Rao examines the educational policies of the colonial state in relation to Dalit and low-caste communities during the 19th century. The study explores how colonial education policies affected marginalized groups and the extent to which these policies contributed to social inequalities. The article provides a critical analysis of the intersections between caste, education, and colonial governance.
     

18. Rao, P. V. (2019). Myth and reality in the history of Indian education. Espacio, Tiempoy  Educación, 6(2), 217-234. In this article, Rao challenges prevailing myths and misconceptions about the history of Indian education. The study offers a critical examination of historical narratives and educational reforms, aiming to provide a more nuanced understanding of the development of education in India. The article addresses issues of historical interpretation and the impact of educational policies on various societal segments.
     

19. Rao, P. V. (2021). The Colonial State, Protestant Missionaries and Indian Education, 1790-1858. Missionary Education: Historical Approaches and Global Perspectives, 1, 147.
    This article explores the role of Protestant missionaries in shaping Indian education during the colonial period. Rao examines the interactions between the colonial state and missionaries, highlighting how missionary efforts influenced educational practices and policies in India. The study provides insights into the complex dynamics between religion, colonialism, and education.
     

20. Rao, P. V. (2022). Miseducation in India: Historiographical Reflections. History of Education Quarterly, 62(4), 373-386.
    Rao reflects on the concept of miseducation in India, analyzing historical and historiographical perspectives on educational shortcomings and challenges. The article discusses how miseducation has been conceptualized and addressed in scholarly literature, offering insights into the gaps between educational policy and practice.
     

21. Rao, P. V. (2022). Teaching and Learning English Language During the Early British Rule in India. In Asian English: Histories, Texts, Institutions (pp. 43-67). Singapore: Springer Nature Singapore.
    Rao's chapter examines the early history of English language teaching and learning during British rule in India. The study provides a detailed account of the pedagogical approaches and institutional developments related to English education. It highlights the challenges and strategies involved in the introduction of English as a medium of instruction in colonial India.
     

22. Rao, P. V. (2023). The historiography of Indian education: 1920-2020: the socio-political influences on the growth of the discipline. History of Education, 52(2-3), 290-310.
    This article offers a historiographical analysis of the study of Indian education from 1920 to 2020. Rao explores how socio-political factors have influenced the development of educational history as a discipline. The study reviews key historiographical trends and debates, providing a comprehensive overview of the evolution of educational research in India.
     

23. Rao, P. V. (2024). The Routledge Companion to the History of Education in India, 1780–1947.
    https://www.routledge.com/The-Routledge-Companion-to-the-History-of-Education-in-India-1780-1947/Rao/p/book/9781032796437?srsltid=AfmBOoqe_RDvMwG9TpZ1U-5q2z9MO7aPl8qE7YeSRxkCn8jX0zU-NXSS
    The book presents a comprehensive overview of educational policies in India, tracing the development of modern education from the late eighteenth century until Indian independence. It also studies various aspects of indigenous education and examines the education system under the British administration. Drawing on archival and contemporary sources, the book explores the influence of geopolitics on educational policies and gives an in-depth analysis of debates related to access, curriculum, textbooks, funding, girls' education, missionary education, and the education of the Muslim community. It analyses school and collegiate education, various Education Commissions, and the Government of India Resolutions. It surveys Indian response to modern education and various forms of National Education. It also discusses Gandhi’s educational ideas and brings forth the entire curriculum of Nai Talim.
     

24. Sailaja, P. (2009). Indian English. Edinburgh University Press.Sailaja's book provides a comprehensive analysis of Indian English, covering its historical development, linguistic features, and sociolinguistic significance. The work delves into the evolution of Indian English from colonial times to the present and explores its role in various domains, including education, media, and politics. This book serves as a valuable resource for understanding the unique characteristics of Indian English and its impact on communication in India. Chapter 5 of the book provides an overview of the history of English in India and Chapter 7 gives samples of writings from different time periods.
     

25. Sailaja, P. (2011). Policy documents on English in India and their implications. In L. Farrell, U. N. Singh, & R. A. Giri (Eds.), English language education in South Asia: From policy to pedagogy (pp. 61–72). Foundation/Cambridge University Press.
    The chapter discusses four documents that are relevant to the study of English in India: Macaulay’s Minute, Wood’s Despatch, The Constitution of India, and the Radhakrishnan Commission Report. It argues that there is considerable ambivalence in the role given to English in governance and in education in the documents, in spite of the extensive time span. As a result, ambivalence prevails in current times as well.
     

26. Sailaja, P. (2022). Indian English: Features and development. In E. L. Low & A. Pakir (Eds.), English in East and South Asia: Policy, features and language in use (pp. 153–167). Routledge.
    The chapter provides an overview of the linguistic features of Indian English and research on the variety. After indicating the different directions in which research is going, the chapter examines Indian English in the framework of the dynamic model of world Englishes proposed by Edgar Schneider. It is suggested that the model needs to be reoriented to account for the linguistic features which are the result of a complex interplay of socio-political events; and also that the concept of multinormativity should be built into it. The model identifies the different phases in the history of English in India and relates aspects of the historical developments to different linguistic developments.
     

27. Sailaja, P. (2024). English as a lingua franca in a post-colonial setting: India. In C. Leung & J. Lewkowicz (Eds.), The Routledge companion to English studies (2nd ed., pp. 308–319). Routledge.
    http://dx.doi.org/10.4324/9781003221265-27
    Language policy and education during the British colonial period emerged in three strands—monolingual English, monolingual Indian language, or English in the bi/multilingual context. These strands are shown to persist into the post-colonial context as well. The necessary interaction of English with Indian languages in the multilingual context of India results in many creative ways of using the language. One of the ways is that of translanguaging. It is shown that as a lingua franca, English has been moulded to the Indian environment, even though anxieties remain among the people with regard to the language. However, while the language in use proceeds independently, English as a lingua franca is not adequately embraced either in policy or in the teaching materials used.
     

28. Sailaja, P. (n.d.). Introduction to Indian English. In Oxford English Dictionary. Retrieved August 13, 2024, from
    https://www.oed.com/discover/indian-english/?tl=true Introduction to Indian English
    This entry in the Oxford English Dictionary provides a detailed overview of Indian English, including its linguistic features and historical development. It offers an authoritative definition and contextual information about the term "Indian English," reflecting its usage and significance within the broader framework of English language varieties. The entry is a useful resource for understanding the nuances of Indian English and its place within the global English lexicon.
     

29. Sailaja, P., & Müller de Oliveira, G. (2021). Português e inglês na história do multilinguismo indiano: Relações interculturais no contexto das políticas linguísticas educacionais [Portuguese and English in the history of Indian multilingualism: Intercultural relations in the context of educational language policies]. In M. H. Araújoe Sá & C. M. A. Maciel (Eds.), Interculturalidade e plurilinguismo nos discursos e práticas de educação e formação em contextos de língua portuguesa [Interculturality and plurilingualism in the discourses and practices of education and training in post-colonial Portuguese speaking contexts] (pp. 21–34). Peter Lang.
    “Portuguese and English in the history of Indian multilingualism: Intercultural relations in the context of language policies” (Article is in Portuguese. English translation of the abstract is below.) In the construction of education in India, in modern times, European forces had a key role to play. Among the earliest and most significant were the Portuguese whose presence in the country may be dated from the late 15th century. As the Portuguese expanded their territories, and contact with the local populace, there were several important social, religious, linguistic, and educational changes. This chapter explores the relations between the language policies for Portuguese and English in India at two historical moments, focusing in particular on the initiatives associated with the teaching of the two languages – their presence, their agents, strategies and possibly methodologies – in the context of complex Indian multilingualism. In the first moment, the chapter describes how the diffusion of Portuguese, especially through the Jesuits, paved the way for the later introduction of English through the East India Company (1611 to 1835), in the period called "Pre-Macaulay" (Sailaja, 2009). In the second historical moment, the chapter describes what happened in the relations between the teaching of Portuguese and English in Goa's language policies after Goa joined the Indian Federation in 1961. The study aims to understand the intercultural relations of language policies of colonial languages that had an impact on multilingualism in India.
     

30. Sridhar, M and Mishra, S.(Ed). (2017) Language Policy and Education in India: Documents Contexts and Debates. Routledge.
    https://www.routledge.com/Language-Policy-and-Education-in-India-Documents-contexts-and-debates/Sridhar-Mishra/p/book/9780367177324?srsltid=AfmBOoquICsSlVeA90Y6UCVR2Fv-omPzoUg5PftKxCa6qA5gjEg4W0xx
    The book is a collection of essays on the history of English in India. It covers areas like policies, documents available the debates on issues around the introduction of English. It attempts to include essays from various parts of India, illustrating thereby how English was differently accepted and formalized in different parts of the country. Most of the essays unpack the historiography of English and English education in India; look at how it was constituted differently in different regions; how it was shaped by and also in turn shaped ‘vernacular’ education. This volume of essays spring from an assumption that the history of the teaching English across various provinces of India may not have followed the same trajectory throughout the country, and that the early textbooks in the teaching of English may not have been the same across the country.
     

31. Sridhar, M. (2008). Reception of English: Cultural Responses in Telugu Documents. India: Foundation Books.
    Sridhar’s study explores how the Telugu-speaking community in South India responded to the spread of English during colonial and post-colonial eras. Through an examination of Telugu texts, social narratives, and cultural practices, the book highlights patterns of linguistic resistance, adaptation, and hybridization. It provides a nuanced look at how English influenced the identity and socio-cultural landscape of Telugu speakers. This work is a critical resource for scholars interested in postcolonial studies, regional language dynamics, and the cultural implications of English language adoption.
     

32. Vennela, R., & Mishra, S. (2023). Alternative forms of bilingual education in colonial India – a prologue to the methods era (1811-1920). Language & History, 66(3), 242–264. https://doi.org/10.1080/17597536.2022.2147686.
    This article explores the evolution of bilingual education practices in colonial India between 1811 and 1920, providing a historical prologue to the “methods era” in language instruction. Vennela and Mishra trace the shifting approaches to bilingual pedagogy, focusing on various models that combined English with indigenous languages. The study examines the socio-political influences that shaped educational policies and the motivations behind different teaching strategies. By contextualizing colonial policies and their effects on language learning, the authors illuminate the complexities of balancing English proficiency with local linguistic and cultural retention, offering critical insights into the historical trajectory of bilingual education.
     

33. Vennela, R., & Smith, R. (2019). Bilingual English teaching in colonial India: the case of John Murdoch’s work in Madras Presidency, 1855–1875. Language & History, 62(2), 96–118.
    https://doi.org/10.1080/17597536.2019.1641942.
    This article examines the efforts of John Murdoch in promoting bilingual English education in the Madras Presidency from 1855 to 1875. It explores how Murdoch, a Scottish missionary, emphasized English learning alongside vernacular languages to enhance literacy and moral education. Murdoch’s educational initiatives and textbooks aimed to make English more accessible while respecting local linguistic traditions. The authors analyze Murdoch’s work within the broader socio-political and colonial framework, illustrating tensions between English language propagation and indigenous language preservation. This study sheds light on the complexities and impact of bilingual education during British colonial rule in India.