Why in the news?
Maharashtra turned down the introduction of the three-language policy for Classes 1st to 5th in State government schools recently, after two months of persistent opposition by academics, activists, and political parties, including the Nationalist Congress Party, which is an ally of the ruling coalition in the State.
Features of the Policy
(i) Emphasis on Mother Tongue: It gives preference to education in the mother tongue or regional language, particularly at the foundational stage, to increase cognitive ability & comprehension.
(ii) Encouragement of Multilingualism: Students are motivated to learn three languages, with flexibility in language selection to ensure accessibility.
(iii) Promotion of National Integration: The formula promotes cross-cultural understanding, respect for linguistic diversity, as well as social integration by making students open to varied languages and cultures.
Constitutional Provisions for Linguistic Diversity in India
(a) Article 29: Safeguards the cultural as well as educational rights of linguistic minorities.
(b) Article 343: Declares Hindi in Devanagari script as the official language of the Union while allowing the use of English for official purposes.
(c) Article 346: Defines the official language for communication between states and the Union.
(d) Article 347: Empowers the President to recognise a language spoken by a substantial section of a state’s population.
(e) Article 350A: Ensures mother tongue-based education at the primary level for linguistic minorities.
Impediments in the implementation
(i) Political resistance: Tamil Nadu, West Bengal, Karnataka, as well as Kerala have raised voices against linguistic hegemony.
(ii) Shortage of qualified teachers: Inadequately trained teachers for region-specific and, more importantly, South Indian languages.
(iii) Geographical disparities: Remote areas grapple with language teacher availability and recruitment.
(iv) Increased academic burden: Learning three languages can overburden students, particularly those of vulnerable socio-economic backgrounds.
(v) Resource constraints: Government schools are devoid of teaching materials, trained staff, and multilingual infrastructure.
(vi) High cost of implementation: Curriculum development, teacher training, and technology adoption demand a huge investment.
(vii) Disparities between private and government schools: Top-class institutions manage the policy efficiently, increasing the learning gap.
Case Study: Chhattisgarh
(a) In 2024, the Chhattisgarh dispensation launched an initiative to offer primary education in local languages and dialects, as per the National Education Policy (2020).
(b) With around 30% tribal population, this step aspires to enhance student engagement and conserve cultures.
(c) The education ministry is developing bilingual books in eighteen local languages and dialects, providing high-quality learning resources for tribal learners.
Advantages of the Three Language Formula
(i) Fosters multilingualism and cognitive growth: Improves problem-solving skills, memory retention, innovation, and creativity.
(ii) Accelerates early language acquisition: Ensures linguistic flexibility, diverse thinking, and cultural adaptability.
(iii) Strengthens national integration: Instils cross-cultural understanding among different and diverse regions of India.
(iv) Enhances employment opportunities: Increases job opportunities in government services, business, tourism, and international trade.
(v) Facilitates intra-job mobility: Multilingual proficiency provides a competitive edge in a globalised economy.
(vi) Provides flexibility in language selection: National Education Policy (2020) permits states and schools autonomy in the policy implementation.
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Suggestions / Way forward
(i) Enhance Investment in Teacher Training: Institutions must recruit and train language teachers well-versed in regional and tribal languages.
(ii) Develop Digital Learning Resources: Leverage tech-based learning to support multilingual education, particularly in rural areas.
(iii) Ensure Language Flexibility: Students should be free to opt for their third language instead of being compelled to follow a rigid structure from above.
(iv) Encourage Community Involvement: Schools should work in collaboration with local communities and linguists to conserve regional languages.
(v) Monitor and Evaluate Implementation: Periodic assessment must be held to ensure effective policy implementation and execution of the formula.
Conclusion
The Three-Language policy under the National Education Policy (2020) encourages linguistic diversity and fosters national integration, but suffers challenges like political resistance and resource constraints. So, ensuring flexibility, investing in teacher training, in terms of finance and resources, and utilising technology will be key to its success.