The debate over language education in India is still ongoing. The strong opposition to the three-language policy in Tamil Nadu highlights important concerns about linguistic identity and central government policies. Real educational reform requires raising the quality of language teaching, not just focusing on policy frameworks. Positive dialogue and pragmatic compromises between the center and state are the best way forward. Education was put on the Concurrent List during the Emergency, meaning it is a joint responsibility. Controversies over the third language should not hinder the funding of Samagra Shiksha, an essential education initiative.
The National Education Policy (NEP) 2020 introduces a three-language framework aimed at enhancing multilingual education and protecting linguistic diversity. With a rich diversity of 22 official languages and dialects recognized in the Eighth Schedule, achieving a balance between regional needs and national integration is challenging. The concerns of non-Hindi-speaking states emphasize issues related to perceived linguistic dominance and practical difficulties in implementing this policy. The three-language policy aims to promote multilingualism, which will promote national integration and cultural exchange and enrich India’s linguistic landscape. For example, teaching Tamil in North Indian schools can promote cultural understanding and help bridge regional gaps. Embracing multilingualism not only enhances cognitive abilities, problem-solving skills, and creativity but also enhances overall academic success.
Proficiency in multiple languages, especially regional languages, opens up various career avenues in government jobs, translation, and tourism. In addition, multilingual skills are often required for positions in diplomacy and multinational corporations. The policy mandates that at least two of the languages to be learned should be native languages of India, thereby preserving the country’s linguistic heritage and literature. The promotion of languages such as Sanskrit, Bengali, Telugu, and Marathi is crucial to maintaining India’s classical and regional linguistic traditions. However, states such as Tamil Nadu, Karnataka, and West Bengal see this policy as a policy of gradual imposition of Hindi. Since education is a concurrent subject, implementing a centralized language learning policy poses challenges to federal principles. The Tamil Nadu government has chosen not to comply with the three-language requirement of NEP 2020, resulting in delays in funding under the Samagra Shiksha Abhiyan for the state.
Additionally, many states face a shortage of qualified teachers for these additional languages, complicating implementation in government schools. For example, schools in Odisha and Kerala struggle to find Hindi teachers due to limited availability. Introducing additional language courses can also increase pressure on students, which can affect their proficiency in essential subjects such as mathematics. Resistance from regional parties poses significant challenges to the adoption of language policies. Political groups in non-Hindi-speaking states often view these policies as an intrusion into their local governance, resulting in protests. Many rural students have difficulty learning a second language, complicating the process of learning a third language. For example, 40% of students in rural Bihar have difficulty learning the English language, which hinders their ability to learn other languages.
States prioritize their regional languages over Hindi, thereby breaking their connection with central policies. In West Bengal, there is a strong emphasis on Bengali-English education and a rejection of compulsory Hindi education. Government schools, especially in economically disadvantaged states, often lack the necessary funding for language teachers, resources, and digital language labs. In Northeast India, a shortage of qualified teachers to teach a third language hinders effective policy implementation. It would be more beneficial for states to have the freedom to choose their regional language rather than follow a standardized three-language policy. For example, the Karnataka government could focus on teaching Kannada, English, and the language of the student’s choice rather than imposing Hindi. Promoting teacher training, developing e-learning resources, and providing scholarships for language study could greatly improve the situation.
Digital language labs in Andhra Pradesh are already making progress in promoting local language education through technology. Offering scholarships, career incentives, and practical language training can encourage students to voluntarily learn additional languages. The UGC offers scholarships for studies in Sanskrit, Pali, and Persian, which helps maintain linguistic diversity. The central government should involve states in discussions on language policy to ensure that it meets local needs. Setting up a joint education committee will give states a greater voice in the implementation process. The basic problem is declining language standards and teaching quality in education. Coaching centers have taken the lead in science and mathematics, leaving language education behind. Although English has become a compulsory subject in many government schools, proficiency levels remain disappointingly low.
Teachers’ limited English skills directly impact student learning, as is evident from the shift to English-medium education in Andhra Pradesh. The situation is not much better for Hindi; the teaching standards in this language are equally lacking. Hindi and other regional languages are often seen as mere cultural symbols rather than essential tools for active learning. Additionally, the decline in reading habits points to more significant challenges in language education. A reading culture is not being promoted in schools, which ultimately adversely affects long-term language skills. Creating a unified linguistic framework is essential to maintain India’s unity in diversity. Providing flexibility in language choice, enhancing teacher training, and promoting regional language education can help overcome implementation barriers.
The use of technology for translation and digital education can effectively bridge the linguistic divide. Positive dialogue and workable compromise between the Centre and the state is the best way forward. Education was put on the Concurrent List during the Emergency, which means it is a joint responsibility. Controversies over the third language should not hinder the funding of Samagra Shiksha, an essential education initiative.
