8. Teacher's rôle. The teacher then did not play the rôle of instructor or supplier of grammatical rules. The assumption was that the patterns of the language are implicit in the expression of meaning and that provided there were enough examples of the different ways of using English, the students would become aware enough of the right way to use language without being explicitly told about them. The rôle was rather to be advisor, critic, stimulator and perhaps referee (if we think of the scheme as being similar to an organised sport in that there were rules which prescribed the limits of behaviour).

9. Non-linguistic aims. There were of course other aims than linguistic. In societies which are in a state of even more rapid change than the British there is a need for creative people able to adapt to changing circumstances and develop new economic and other activities. It can be argued that some ways of organising education tend to produce people who are happiest at following rules and being told what to do - a favourable interpretation of this kind of education might be that in a static or slowly changing society such people are useful and necessary. African and other non-European societies are changing at a rate difficult for outsiders to imagine. The schools set up before Independence were intended to produce middle level administrators rather than creative thinkers or entrepreneurs suitable for managing rapid change. The English Block was also intended to help correct this tendency and could have provided a model for the kind of methods which encourage creative ideas.

10. Prabhu How does this scheme compare with Prabhu's Bangalore Procedural syllabus which has received so much academic attention? Prabhu was dealing with the needs of different kinds of student, much closer to being beginners than the East Africans. Moreover, the politico-linguistic contexts are different as the status of English as a Second Language is more uncertain in India. There, government language policies move closer to making English a Third Language (after Hindi) and the public use of English, in competition with vigorous mother tongues, is less common than in East Africa.(3)

(3)N.S.Prabhu Procedural Syllabuses ESP 5A/9