The Central Board of Secondary Education (CBSE) recently mandated the use of mother tongue or regional languages as the medium of instruction in primary education, in line with the National Education Policy (NEP) 2020. 

• However, there are concerns about practicality, employability, and socioeconomic aspirations.

Historical Context: Language in Indian Education

• Colonial Roots (1835-1947): Macaulay’s Minute made English the language of elite education.Vernacular languages were marginalized in higher education and governance.

• Post-independence: Debates in the Constituent Assembly reflected the tension between promoting regional languages and using English as a link and aspirational language.
• Three-Language Formula (1968, reaffirmed in NEP 2020): An attempt to balance regional, national, and global linguistic needs.

Advantages Of Imparting Education In Mother Tongue

• Better Comprehension and Retention: Children grasp concepts more easily and retain information longer when taught in their first language. 
  • Studies show children grasp concepts faster when taught in their first language, reducing dropout rates (UNESCO, 2016).
• Cultural Preservation: Learning in the mother tongue helps preserve a child’s identity, cultural heritage, and oral traditions, fostering a sense of belonging and continuity.
• Improved Learning Outcomes: Multilingual learners with a strong foundation in their mother tongue tend to acquire additional languages more effectively. 
  • This early linguistic confidence contributes to better academic performance across subjects.
• Leveling the Playing Field: Rural students often struggle with English immersion; mother-tongue education can improve participation.

Challenges in the Mother Tongue Mandate Of CBSE

• Linguistic Diversity: In cities like Delhi, children speak multiple dialects at home, making it hard to define a single “mother tongue” for classroom instruction.
• Lack of Standardized Resources: Several languages, like Bhili or Gondi, lack written scripts or standardized grammar, complicating textbook development.

• Teacher Shortage and Training Gaps: Most schools lack multilingual teachers; retraining all by July 2025 is logistically unrealistic.
• Parental Preference for English: A 2022 survey by Annual Status of Education Report (ASER) found increasing parental demand for English-medium education.
• Employability Concerns: Mother tongue education may limit exposure to English, which is widely seen as essential for higher education and job opportunities. 
  • This creates limited avenues for socioeconomic mobility.
• Lack of Ground-Level Assessment: CBSE has not conducted regional language preference studies. 
  • There is no evidence of collaboration with teacher training institutes to support this transition.
  • Schools in non-metro and rural areas lack the infrastructure to implement this directive.
• Migrant Inclusivity: Language rigidity hurts migrant children adapting to new linguistic settings.

Broader Implications of Imparting School Education in Mother Tongue

• Social Equity Risks: The mandate may deepen the gap between elite English-medium and under-resourced regional-language schools, limiting upward mobility for poor students.
• Pedagogical Gaps: Though mother-tongue learning aids cognition, poor translations and lack of trained teachers evident in the failure of the National Translation Mission undermine outcomes.
• Lead To Dropouts: In the absence of support systems, shifting to mother-tongue abruptly may alienate students increasing the risk of dropouts.

Initiatives In India to increase the use of mother tongues

• Regional Language Textbooks (NCERT/SCERTs): Development of textbooks and learning materials in local languages for primary and secondary education.
• E-Vidya & DIKSHA Platforms: Digital content made available in multiple Indian languages to support regional learning.
• National Translation Mission (NTM): Translates knowledge texts into Indian languages to promote access to higher education in mother tongues.
• State Initiatives: States like Karnataka, West Bengal, and Odisha have policies promoting regional language use in schools and government offices.
• Higher Education Push: AICTE and UGC encourage engineering and other courses in regional languages; NEET and JEE are offered in multiple Indian languages.

Way Forward

• Flexible Multilingual Strategy: Introduce mother-tongue instruction in primary classes alongside early English integration to support cognitive growth and global readiness.
  • English proficiency remains key for high-skilled jobs; India must emulate models like China and Japan that balance local language and English education.
• Aspiration Without Alienation: Retain English as the medium but provide remedial support for rural students.
  • Vocational Courses: Offer technical education in regional languages where feasible.
• Teacher Training Overhaul: The CBSE should consider revamping teacher education programs to prepare educators for managing linguistically diverse classrooms effectively.
  • Invest in teacher training and high-quality translations via the National Translation Mission.
• Leveraging Digital Tools: Use AI-driven translation platforms and e-learning content to address gaps in regional-language resources and pedagogy.
• Context-Specific Implementation: Mandate region-wise assessments before enforcing language policies and allow for flexible execution tailored to local linguistic realities.
• Centre-State Collaboration: Work jointly with state governments to customize language policy rollouts based on demographic and infrastructural capacities.
• Aligning Education with Industry: Maintain English as the medium for technical and professional education while promoting regional languages in humanities and social sciences.

Conclusion

The mother tongue mandate, though well-intentioned, risks reinforcing existing educational divides if not backed by inclusive planning and robust support systems. 

• A balanced, multilingual approach rooted in equity and quality is essential for meaningful reform.

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