Tamil Nadu is opposing the Centre’s three-language policy under National Education Policy of India (NEP) 2020, rejecting it as Hindi imposition.

Background

• Withholding of Funds: The Union Government has withheld ₹2,152 crore in funds due to Tamil Nadu under the Samagra Shiksha scheme for refusing to join the Prime Minister Schools for Rising India (PM SHRI) initiative.

• Tamil Nadu’s Stance: Tamil Nadu is eager to participate in the PM SHRI scheme.
  • However, it staunchly opposes the accompanying mandate to implement the National Education Policy (NEP) 2020.
  • Though the NEP says the third language could be any Indian language, the state sees it as a ploy to impose Hindi through the back door.
  • It insists on continuing its longstanding two-language policy.

About Three Language Policy

• Introduction: The three-language formula is an education framework that was first introduced in the National Education Policy (NEP) of 1968.
  • It mandated the teaching of Hindi in non-Hindi speaking states, alongside English and a regional language.
• Three-language formula given by the Kothari Commission(1964–66):
  • First language: It will be the mother tongue or regional language.
  • Second language: In Hindi speaking states, it will be other modern Indian languages or English.
    • In non-Hindi speaking states, it will be Hindi or English.
  • Third Language: In Hindi speaking states, it will be English or a modern Indian language.
    • In the non-Hindi speaking state, it will be English or a modern Indian language.
• NEP 2020 Revision: The NEP 2020 retains the three-language formula but with flexibility.
  • States, regions, and students can choose the languages, provided at least two are native to India.
  • No language is imposed on any state.
  • NEP advocates learning of Sanskrit.

Language Politics in Implementation of Three Language Policy

• Resistance in Non-Hindi States
  • Tamil Nadu’s Opposition: The state has historically opposed Hindi imposition, tracing back to the Anti-Hindi Agitations (1937, 1965). The state follows a two-language policy (Tamil and English) instead.
  • States like Karnataka and West Bengal have also shown reluctance to enforce Hindi as a mandatory language.
• Perceived Hindi Imposition
  • Critics argue that the policy promotes Hindi by the Centre.
• North-South Divide
  • In North India, Hindi is the predominant language, but in South India, regional languages like Tamil, Telugu, Malayalam and Kannada hold stronger ground.
  • The South perceives the policy as favoring Hindi-speakers, while many in the North do not feel the need to learn a South Indian language.
• Role of English
  • English remains a neutral link language, widely used for education, governance, and commerce in many states.

Significance of Implementing Three Language Formula

• National Integration: The three-language policy bridges linguistic divides by encouraging communication across states, fostering unity and understanding among India’s diverse linguistic groups.
• Preservation of Linguistic Diversity: By mandating the inclusion of regional languages, the policy protects and promotes India’s rich linguistic heritage, ensuring that local languages remain relevant in education and culture.
• Enhanced Cognitive Skills: Learning multiple languages improves cognitive abilities such as problem-solving, creativity, and memory, while also providing academic flexibility.
• Economic Advantages: Multilingualism increases employability in both national and international job markets and supports labor migration by enabling workers to communicate effectively across states.

Challenges in Implementing a Third Language in Schools

• Poor Learning Outcomes:
  • The Annual Status of Education Report (ASER) 2022 revealed that 60% of Class V students cannot read a Class II-level text.
  • The 2023 report highlighted that 25% of youth aged 14-18 cannot read fluently in their regional language, and over 40% struggle with English sentences.
• Resource Constraints:
  • Government schools face a shortage of qualified teachers and infrastructure to effectively teach additional languages.
  • Even private schools, which teach a third language until Class VIII, report limited student proficiency.
• Financial Burden: States bear 85% of the expenditure on elementary education, while the Centre contributes only 15%.
  • Total education expenditure remains at 4-4.5% of GDP, far below the NEP 2020 target of 6%.
• Perceived Imposition of Hindi: In non-Hindi speaking states, particularly in South India, the formula is often viewed as a tool for imposing Hindi, leading to resistance and political backlash.
• Federalism and State Autonomy: The formula has sparked debates about the balance of power between the Centre and states. 
  • States like Tamil Nadu have consistently rejected the three-language policy, asserting their right to determine their own language policies.
• Cultural Identity: The formula’s attempt to standardize language education is often seen as a threat to regional cultures.

Way Forward

• Focus on Foundational Skills: Government schools should prioritize improving proficiency in the mother tongue/local language and English, alongside foundational numeracy skills.
• Flexibility and Autonomy for States: Given India’s linguistic diversity, states should have greater autonomy in deciding language policies for schools.
• Constructive Dialogue: A constructive dialogue between the Centre and Tamil Nadu is essential to resolve funding disputes and policy disagreements.
• Promoting Multilingualism Naturally: Census data of 2011 shows that 26% of Indians are bilingual, and 7% are trilingual, with higher rates in urban areas.
  • Rapid urbanisation and labor migration are likely to increase multilingualism organically, reducing the need for compulsory language policies.
• Global Competitiveness: Proficiency in English has been a key driver of India’s success in global service industries.
• • While learning additional Indian languages is desirable, it should not come at the cost of English or regional language proficiency.

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