Perspectives on Education: Dr. Ambedkar and Gandhi's Views

BED202:  Unit 3 Social basis of framing
curriculum in education
By: Asst.Prof. Suresh S Waghmare
Dr.D.Y.Patil College of Education, Pimpri
Values  in the Indian Constitution  and their
reflection in curriculum of secondary education
 
Dr.Ambedkar’s view on Sec.Education
Objectives
Character building
All round development
Developing self discipline
Realizing difference between what is good 7 bad, right and
wrong
Inculcating democratic values
Creating the spirit of love for the nation
Teaching methods: Self learning, Discussion, Lecture
method.
Started concept of 
morning colleges.
Gandhi's view on Sec. Education
Meaning of Education
According to Gandhiji “literacy is neither the beginning nor the end of
education. This is only a means through which man or woman can be
educated”.
Gandhiji observes “by education I mean an all round drawing out of the
best in child and man- body, mind, and spirit. This is only a means
through which man and woman can be educated.” This is how Gandhiji
summed up his idea of true education accordingly.
EDUCATION IS DEVELOPMENT
: “All round” implies harmonious
development. ‘Drawing out the best’ recognizes a great potentiality
coiled up in the child which can be realised and developed to its
perfection through education.
 It is development of human personality in terms of physical,
intellectual and spiritual aspects.
 
Immediate Aims of Education
Self-supporting aim
Cultural development
Character building
All round development
Cultivation of higher values of life
Social uplift and welfare
Dignity of labour
:
ULTIMATE AIM OF EDUCATION
 According to Gandhiji, the ultimate aim of education is to 
realize God
.
Curriculum 
Basic craft – Agriculture, Spinning, Weaving, Leather-work, Metal-work ,Basket-making,
Book-binding, Pottery etc.
Mother – tongue as the medium of instruction.
Mathematics – useful for craft and community life.
Social studies – social and economic life of the community, culture the community,
history of craft etc.
General science – nature study, zoology, physiology, hygiene, physical culture, anatomy
etc.
Drawing and music
Methods of teaching
Lecture, questioning and discussion method.
Oral instruction to personal study.
Teaching through creative and productive activities
Learning by doing
Correlation technique
Encouragement should be given to learning by experience.
Basic Education Scheme
Free and compulsory education for all from 7 – 14 years
To materialize the vision of society Gandhi evolved a scheme of
education after many trials and experiments over a period of 40
years. His ideas revolutionized the current thinking about
education. This scheme of education is known as Basic
education or Wardha scheme of education or Nai Talim or new
education or Buniyandi Shiksha.
Features of basic education
The core aim of basic education is to help students to develop self sufficiency.
Basic education laid a strong emphasis on manual work.
There should be free, compulsory and universal education within the age group 7 to 14.
It envisages providing education through the medium of        craft            or productive
work so that the child gains economic   self              reliance for his life.
The medium of education should be mother tongue.
Education should develop human values in the child.
It is aimed to achieve the harmonious development of the child’s body, mind heart and
soul.
In basic scheme education is imparted through some local craft or productive work.
The basic education is self supported through some productive work.
It is geared to create useful, responsible and dynamic citizens.
Play is an essential part of basic education.
Subjects are taught in correlation with craft, with environment and with other subject.
Role of teacher:
 He wanted the teacher to be a model of behavior an image
of society a compendium of virtues. He wanted teachers to
teach by example than by precept. 
He opposed corporal
punishment.
A teacher should be the epicene of character, a symbol of
values, well disciplined, a unique personality, cultured and
having a good mentality. His serenity and magnanimity
should be outstanding and shining. He should be polite,
pious, and having sea of knowledge. He should be a
psychologist, a philosophies, a historian, a technologist in
the matters of knowledge and seduction.
Merits
Basic scheme is an education for life, education through life, and education
throughout life. Shortly, it was a life centred education.
This system is suited to our needs, requirements, genius, and aspirations for
the future.
The craft centred education will give greater concreteness and reality to the
knowledge acquired by children.
It synthesized the individual and social aims of education.
It was a need based education which curtailed rural unemployment.
Gandhiji’s scheme was highly practical as it starts with action rather than
reflection.
Basic scheme takes in to account the needs, interests and aptitude of the child.
Thus it is essentially child centred.
The basic scheme was nationalist in setting, idealist in nature and pragmatic on
one hand while social in purpose and spiritual in intent on the other hand.
The Wardha scheme is non theoretical and as such it enables the student to
undertake independent action.
Basic education provides for the inculcation of an attitude of truth in children.
Demerits
The over emphasis on crafts and productive activity has often been criticized as
child labour.
It neglects education in terms of personality development and development
higher mental abilities,
The craft centeredness has resulted in enormous wastage of material as small
children are not in a position to produce anything worth – while.
Schools would degrade as trade centres.
It may arrest the child’s spontaneous development.
The call for correlation becomes forced and unnatural.
The basic scheme overlooked the possibilities of higher intellectual
development of children.
To serve as a medium for education the basic craft selected must answer the
test of universality.
Making handicraft as nucleus of teaching will amount to throwing the country
further behind in this age of science and technology.
It is not up to the aspirations of the new generation of a digitalized world.
Tagor’s view on Sec.Education
His Philosophy As a Vedantist
: He had a firm belief in the philosophy of
Veda. He believed in “I am Brahma”. There is a spiritual bond between man and
man.
As an Individualist
: he believed in giving right type of freedom to individual.
Every individual is unique.
As an Idealist:
 He believed that the man should live for the ultimate truth
which liberates us from cycle of birth and death. Had faith in absolute values.
As a Spiritualist:
 He believed that every individual should try to attain
spiritual perfection.
As a Humanist
: He preached human brotherhood, having faith in
fundamental unity of mankind. He remarked that ”even God depends upon
man for perfecting his Universe.”
As a Naturalist:
 He considered nature as a great teacher. God revealed himself
through various forms, colors and rhythm of nature.
Tagore’s Internationalis
m:
He was an ardent prophet of world unity.
He believed in world brotherhood
Concept of Education
According to Tagore, “God reveals himself through
nature more effectively than through man made
institutions. Hence ,the education of the child should
be under natural surroundings so that he develops love
for all things around him”
According to Tagore, "That education is highest which
not only imparts information and knowledge to us, but
also promotes love and follow feeling between us and
the living beings of the world”
Aims of Education
Aims of Education
Physical development
: To include activities like swimming, diving,
climbing trees, plucking flowers, etc.
Mental Development :
According  to Tagore ”In comparison with
bookish learning, knowing the real living directly is true education. It
not only promotes the acquiring of some knowledge but develops the
curiosity & faculty of learning and knowing so powerfully that no class
room teaching can match it.”
Moral &Spiritual Development
 Education should strive for a
number of moral and spiritual qualities like self discipline, tolerance,
courtesy and inner freedom.
Development of all faculties 
Chief aim of education should be the
drawing out of the latent faculties of the child. To him a child is more
important than himself problems hence he opposed the crushing of
the child's individuality. Hence he should be given full freedom.
International Brotherhood
 Though Tagore was a individualist yet he
believed in socialism, internalism. According to Tagore individual
should develop to the fullest extent and then he should contribute his
best to the promotion of international welfare
Curriculum
Subjects: Literature and languages, Mother tongue, other Indian Languages
and other foreign languages; Mathematics;  Natural sciences such as Botany,
zoology ,physics, chemistry, general science; health education;  Social Sciences
like geography, history, civics, economics, and Sociology;  Agriculture and
Technical Subjects;  Arts, Music, Dance etc.;  Philosophy; Psychology and
Religion Broad-based Curriculum
Activities and Occupations:
 Dancing  Dramatics  Music  Games and Sports
Drawing and Painting ,Excursions  Agriculture and Gardening Regional Study
Laboratory work  Social Service
Actual living and Community Service Broad-based Curriculum
1.Education through emotions through music, fine arts, painting, dance,
dramatics and crafts
2. Education through mother-tongue but was not against of English language
3. Manual training for spiritual aspect found God in the labourer, the path-
breaker and the tiller
4. Physical and Social Sciences real legacy is the cultural heritage of the whole
community Curriculum : Other views
Teaching Methods
Teaching by Walking
: The mind in the class room does
not remain active Hence by walking the mind remains
active awake, hence the child easily grasp things “Teaching
by walking is the best method of education.
Discussion & Question: 
Answer Real education is based
on real problems of life hence question- answer method is
effective wherein the teacher put the questions & ask the
students to participate in discussions. Thus they gain
essential knowledge.
Activity Method:
 This method is of great importance
because it activates all the faculties of the body & mind. In
Vishwa Bharti, he made compulsory the learning of
handicraft. He allowed any physical exercise or activity
even during the class teaching
Teacher
Tagore gave an important place to teachers and asked them to
carry out the following activities.
1.Believing in purity and in his own experiences, innocence of
child, the teacher should behave with him with great love and
affection, sympathy, affection.
2. Instead of emphasizing on book learning, the teacher should
provide conducive environment to the child so that he engages
himself in useful and constructive activities and learn by his own
experiences.
3. The teacher should always be busy with motivating the creative
capacities of the children so that they remain busy with
constructive activities and experience.
4. Education can be successfully imparted by understanding
childhood and giving oneself totally in love and union with it How
the teacher is?
Multicultural education
Multicultural education is an education for freedom
that is essential in today’s ethnically polarized and
troubled world. It aims to create equal educational
opportunities for students from diverse racial, ethnic,
social-class, a helps all students to acquire the
knowledge ,attitudes, and skills needed to function
effectively in a pluralistic democratic society and to
interact, negotiate, and communicate with peoples
from diverse groups in order to create a civic and moral
community that works for the common good.
Definition
“Multicultural education as a field of study is designed
to increases education equity for  all students.”
     
by Bank & Bank
“Multicultural education is a progressive approach for
transforming education that holistically critiques &
respond to discriminatory policies & practices in
education.”
   
Paul Goraski
Multicultural education
Components of multicultural education that are
included in many educational programs are:
ethnic ,minority, and women’s studies;
 bilingual programs;
cultural awareness;
human relations; and values clarification
Integrating multicultural content into the curriculum
involves four approaches:
1.
Contributions approach:
 focuses on heroes,
holidays, and discrete elements and is the most
extensively used approach to multiculturalism in the
schools.
2.
Additive approach adds 
- content, concepts,
themes and perspectives of minority groups to the
curriculum without changing its structure.
3.
Transformational approach:
 involves changing the
structure of the curriculum to enable students to
view concepts, issues, events and themes from the
perspectives of minority groups.
In social action approach: 
students make decisions
on important social issues and take action to help
solve them. Students feel empowered and proactive;
they are provided with the knowledge, values and
skills necessary to participate in social change. Student
self examination becomes central in this approach
through value analysis, decision making problem
solving, and social action experiences.
Unit 4 Language & Curriculum
It is the system of words or signs that people use to
express thoughts &feelings to each other.
Characteristics
Verbal, Vocal
Systematic
Structured
Symbolic
Acquired
dynamic
Home Language/ Family language/Native
language/Mother language
Dialect is a particular form of language which is
peculiar to a specific region or social group.
 There are over 720 dialects in India.
Foreign language is a language native to another
country.
Multilingualism
Multilingualism can be defined as an occurrence
regarding an individual speaker who uses two or more
languages, a community of speakers where two or
more languages are used, or between speakers of two
languages.
A multilingual person is called as a 
‘Polyglot
Features of Indian multilingualism
Multilingualism is sustained in India by social
institutions.
 
saamaaijak saMsqaad\vaaro
BaaratamaQyao bahuBaaiYakta kayama Aaho.
Multilingualism is the result of nationalism.
bahuBaaiYakta raYT/vaadacaa pirNaama Aaho.
Linguistic features transcend genetic boundaries.
BaaiYak vaOiSaYTo AnauvaaMiSak isamaapoxaa EaoYz
Aahot.
Change in linguistic codes or their mixing in
communication does not create problems of identity,
conflict and crisis.
It is possible to become multilingual without being
multicultural.
Language boundaries because of regular contact are
fuzzy.
Indian multilingualism is bifocal, existing both at
mass and elite levels.
The functional relation between languages is not
linear but hierarchical.
Importance…
Accessibility to knowledge of other cultures;
Communication between different linguistic and
cultural groups become easier
Increases job opportunities
High cognitive development of a child;
A broader world view, etc
Reasons of Multilingualism
 Migration or labor mobility.
 sqalaaMtr ikMvaa
kamagaar gaitiSalata
Cultural contact : 
saaMskRitk saMpk-
Annexation and colonialism : 
AMmalabajaavaNaI AaiNa
vasaahtvaad
Commercial : 
vyaavasaaiyak
Technological : 
taMi~k
Territorial conquest: 
p`adoiSak ivajaya
Types of Multilingualism
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This text delves into the social basis of framing curriculum in education, exploring the values in the Indian Constitution reflected in secondary education. It discusses Dr. Ambedkar's and Gandhi's views on secondary education, emphasizing objectives like character building, self-discipline, and inculcating democratic values. Gandhi's perspective emphasizes holistic development and the ultimate aim of education as realizing God. It also highlights teaching methods and curriculum suggestions based on their philosophies, shedding light on the importance of basic education schemes.


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  1. BED202: Unit 3 Social basis of framing curriculum in education By: Asst.Prof. Suresh S Waghmare Dr.D.Y.Patil College of Education, Pimpri

  2. Values in the Indian Constitution and their reflection in curriculum of secondary education

  3. Dr.Ambedkars view on Sec.Education Objectives Character building All round development Developing self discipline Realizing difference between what is good 7 bad, right and wrong Inculcating democratic values Creating the spirit of love for the nation Teaching methods: Self learning, Discussion, Lecture method. Started concept of morning colleges.

  4. Gandhi's view on Sec. Education Meaning of Education According to Gandhiji literacy is neither the beginning nor the end of education. This is only a means through which man or woman can be educated . Gandhiji observes by education I mean an all round drawing out of the best in child and man- body, mind, and spirit. This is only a means through which man and woman can be educated. This is how Gandhiji summed up his idea of trueeducationaccordingly. EDUCATION IS DEVELOPMENT: All round implies harmonious development. Drawing out the best recognizes a great potentiality coiled up in the child which can be realised and developed to its perfection through education. It is development of human personality in terms of physical, intellectual and spiritual aspects.

  5. ULTIMATE AIM OF EDUCATION According to Gandhiji, the ultimate aim of education is to realize God. Immediate Aims of Education Self-supporting aim Cultural development Character building All round development Cultivation of higher values of life Social uplift and welfare Dignity of labour: Curriculum Basic craft Agriculture, Spinning, Weaving, Leather-work, Metal-work ,Basket-making, Book-binding, Pottery etc. Mother tongue as the medium of instruction. Mathematics useful for craft and community life. Social studies social and economic life of the community, culture the community, history of craft etc. General science nature study, zoology, physiology, hygiene, physical culture, anatomy etc. Drawing and music

  6. Methods of teaching Lecture, questioning and discussion method. Oral instruction to personal study. Teaching through creativeand productive activities Learning by doing Correlation technique Encouragementshould be given to learning by experience. Basic Education Scheme Free and compulsory education forall from 7 14 years To materialize the vision of society Gandhi evolved a scheme of education after many trials and experiments over a period of 40 years. His ideas revolutionized the current thinking about education. This scheme of education is known as Basic education or Wardha scheme of education or Nai Talim or new education or Buniyandi Shiksha.

  7. Features of basic education The core aim of basic education is to help students to develop self sufficiency. Basic education laid a strong emphasis on manual work. There should be free, compulsory and universal education within the age group 7 to 14. It envisages providing education through the medium of work so that the child gains economic self The medium of education should be mother tongue. Education should develop human values in the child. It is aimed to achieve the harmonious development of the child s body, mind heart and soul. In basic scheme education is imparted through some local craft or productive work. The basic education is self supported through some productive work. It is geared to create useful, responsible and dynamic citizens. Play is an essential part of basic education. Subjects are taught in correlation with craft, with environment and with other subject. craft or productive reliance for his life.

  8. Role of teacher: He wanted the teacher to be a model of behavior an image of society a compendium of virtues. He wanted teachers to teach by example than by precept. He opposed corporal punishment. A teacher should be the epicene of character, a symbol of values, well disciplined, a unique personality, cultured and having a good mentality. His serenity and magnanimity should be outstanding and shining. He should be polite, pious, and having sea of knowledge. He should be a psychologist, a philosophies, a historian, a technologist in the matters of knowledge and seduction.

  9. Merits Basic scheme is an education for life, education through life, and education throughout life. Shortly, it wasa life centred education. This system is suited to our needs, requirements, genius, and aspirations for the future. The craft centred education will give greater concreteness and reality to the knowledge acquired bychildren. It synthesized the individual and social aims of education. It wasa need based education which curtailed rural unemployment. Gandhiji s scheme was highly practical as it starts with action rather than reflection. Basic scheme takes in to account the needs, interests and aptitude of the child. Thus it is essentiallychild centred. The basic scheme was nationalist in setting, idealist in nature and pragmatic on one hand whilesocial in purpose and spiritual in intent on theother hand. The Wardha scheme is non theoretical and as such it enables the student to undertake independent action. Basiceducation provides for the inculcation of an attitude of truth in children.

  10. Demerits The over emphasis on crafts and productive activity has often been criticized as child labour. It neglects education in terms of personality development and development higher mental abilities, The craft centeredness has resulted in enormous wastage of material as small children are not in a position to produce anything worth while. Schools would degrade as trade centres. It may arrest thechild s spontaneous development. Thecall forcorrelation becomes forced and unnatural. The basic scheme overlooked the possibilities of development of children. To serve as a medium for education the basic craft selected must answer the testof universality. Making handicraft as nucleus of teaching will amount to throwing the country further behind in thisage of science and technology. It is not up to the aspirations of the new generation of a digitalized world. higher intellectual

  11. Tagors view on Sec.Education His Philosophy As a Vedantist: He had a firm belief in the philosophy of Veda. He believed in I am Brahma . There is a spiritual bond between man and man. As an Individualist: he believed in giving right type of freedom to individual. Every individual is unique. As an Idealist: He believed that the man should live for the ultimate truth which liberates us from cycle of birth and death. Had faith in absolute values. As a Spiritualist: He believed that every individual should try to attain spiritual perfection. As a Humanist: He preached human brotherhood, having faith in fundamental unity of mankind. He remarked that even God depends upon man for perfecting his Universe. As a Naturalist: He considered nature as a great teacher. God revealed himself through various forms, colors and rhythm of nature. Tagore s Internationalism: He was an ardent prophet of world unity. He believed in world brotherhood

  12. Concept of Education According to Tagore, God reveals himself through nature more effectively than through man made institutions. Hence ,the education of the child should be under natural surroundings so that he develops love for all things around him According to Tagore, "That education is highest which not only imparts information and knowledge to us, but also promotes love and follow feeling between us and the living beings of the world

  13. Aims of Education Self realization Mother tongue Intellectual Development Aims Social Freedom Development Corelation of objects

  14. Aims of Education Physical development: To include activities like swimming, diving, climbing trees, plucking flowers, etc. Mental Development :According bookish learning, knowing the real living directly is true education. It not only promotes the acquiring of some knowledge but develops the curiosity & faculty of learning and knowing so powerfully that no class room teaching can match it. Moral &Spiritual Development Education should strive for a number of moral and spiritual qualities like self discipline, tolerance, courtesyand inner freedom. Development of all faculties Chief aim of education should be the drawing out of the latent faculties of the child. To him a child is more important than himself problems hence he opposed the crushing of thechild's individuality. Hence he should be given full freedom. International Brotherhood Though Tagore was a individualist yet he believed in socialism, internalism. According to Tagore individual should develop to the fullest extent and then he should contribute his best to the promotionof international welfare to Tagore In comparison with

  15. Curriculum Subjects: Literature and languages, Mother tongue, other Indian Languages and other foreign languages; Mathematics; Natural sciences such as Botany, zoology ,physics, chemistry, general science; health education; Social Sciences like geography, history, civics, economics, and Sociology; Agriculture and Technical Subjects; Arts, Music, Dance etc.; Philosophy; Psychology and Religion Broad-based Curriculum Activities and Occupations: Dancing Dramatics Music Games and Sports Drawing and Painting ,Excursions Agriculture and Gardening Regional Study Laboratory work Social Service Actual living and Community Service Broad-based Curriculum 1.Education through emotions through music, fine arts, painting, dance, dramatics and crafts 2. Education through mother-tongue but was not against of English language 3. Manual training for spiritual aspect found God in the labourer, the path- breaker and the tiller 4. Physical and Social Sciences real legacy is the cultural heritage of the whole community Curriculum : Other views

  16. Teaching Methods Teaching by Walking: The mind in the class room does not remain active Hence by walking the mind remains active awake, hence the child easily grasp things Teaching by walking is the best method of education. Discussion & Question: Answer Real education is based on real problems of life hence question- answer method is effective wherein the teacher put the questions & ask the students to participate in discussions. Thus they gain essential knowledge. Activity Method: This method is of great importance because it activates all the faculties of the body & mind. In Vishwa Bharti, he made compulsory the learning of handicraft. He allowed any physical exercise or activity even during theclass teaching

  17. Teacher Tagore gave an important place to teachers and asked them to carry out the following activities. 1.Believing in purity and in his own experiences, innocence of child, the teacher should behave with him with great love and affection, sympathy, affection. 2. Instead of emphasizing on book learning, the teacher should provide conducive environment to the child so that he engages himself in useful and constructive activities and learn by his own experiences. 3. The teacher should always be busy with motivating the creative capacities of the children so that they remain busy with constructive activities and experience. 4. Education can be successfully imparted by understanding childhood and giving oneself totally in love and union with it How the teacher is?

  18. Multicultural education Multicultural education is an education for freedom that is essential in today s ethnically polarized and troubled world. It aims to create equal educational opportunities for students from diverse racial, ethnic, social-class, a helps all students to acquire the knowledge ,attitudes, and skills needed to function effectively in a pluralistic democratic society and to interact, negotiate, and communicate with peoples from diverse groups in order to create a civic and moral community thatworks forthe commongood.

  19. Definition Multicultural education as a field of study is designed to increases education equity for all students. by Bank & Bank Multicultural education is a progressive approach for transforming education that holistically critiques & respond to discriminatory education. policies Paul Goraski & practices in

  20. Multicultural education Components of multicultural education that are included in many educational programs are: ethnic ,minority, and women s studies; bilingual programs; cultural awareness; human relations; and values clarification

  21. Integrating multicultural content into the curriculum involves four approaches: Contributions holidays, and discrete elements and is the most extensively used approach to multiculturalism in the schools. 2. Additive approach adds - content, concepts, themes and perspectives of minority groups to the curriculumwithoutchanging its structure. 3. Transformational approach: involves changing the structure of the curriculum to enable students to view concepts, issues, events and themes from the perspectivesof minoritygroups. approach: focuses on heroes, 1.

  22. In social action approach: students make decisions on important social issues and take action to help solve them. Students feel empowered and proactive; they are provided with the knowledge, values and skills necessary to participate in social change. Student self examination becomes central in this approach through value analysis, decision making problem solving, and social action experiences.

  23. Unit 4 Language & Curriculum It is the system of words or signs that people use to express thoughts &feelings to each other. Characteristics Verbal, Vocal Systematic Structured Symbolic Acquired dynamic

  24. Home Language/ Family language/Native language/Mother language Dialect is a particular form of language which is peculiar to a specific region or social group. There are over 720 dialects in India. Foreign language is a language native to another country.

  25. Multilingualism Multilingualism can be defined as an occurrence regarding an individual speaker who uses two or more languages, a community of speakers where two or more languages are used, or between speakers of two languages. A multilingual person is called as a Polyglot

  26. Features of Indian multilingualism Multilingualism is sustained in India by social institutions. saamaaijak saMsqaad\vaaro BaaratamaQyao bahuBaaiYakta kayama Aaho. Multilingualism is the result of nationalism. bahuBaaiYakta raYT/vaadacaa pirNaama Aaho. Linguistic features transcend genetic boundaries. BaaiYak vaOiSaYTo AnauvaaMiSak isamaapoxaa EaoYz Aahot. Change in linguistic codes or their mixing in communication does not create problems of identity, conflict and crisis.

  27. It is possible to become multilingual without being multicultural. Language boundaries because of regular contact are fuzzy. Indian multilingualism is bifocal, existing both at mass and elite levels. The functional relation between languages is not linear but hierarchical.

  28. Importance Accessibility to knowledge of other cultures; Communication between different linguistic and cultural groups become easier Increases job opportunities High cognitive development of a child; A broader world view, etc

  29. Reasons of Multilingualism Migration or labor mobility. sqalaaMtr ikMvaa kamagaar gaitiSalata Cultural contact : saaMskRitk saMpk- Annexation and colonialism : AMmalabajaavaNaI AaiNa vasaahtvaad Commercial : vyaavasaaiyak Technological : taMi~k Territorial conquest: p`adoiSak ivajaya

  30. Types of Multilingualism Types of Multilingualism Individual Multilingualism vaOyai@tk Societal Multilingualism Manner of Acquisition Degree of Acquisition Ambilingualism sava- BaaYaavaad Natural bilingualism

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