The language question in India, often debated in the context of the Three Language Formula and the National Education Policy 2020 (NEP 2020), demands a critical re-evaluation. 

• The prevailing focus on which language to impose creates controversy and hinders true empowerment. It is imperative to shift the discussion towards how language can genuinely empower students.

The Problem: Imposition Over Empowerment

• Institutional Failure to Adapt: Rapid societal changes, particularly in post-colonial nations like India striving for modernity, require mature institutions to manage these shifts. 
  • If institutions are not mature enough to handle rapid change, the outcome is disorder, not development. 
  • The NEP 2020, while a bold step, suffers from poor implementation, leading to disorder instead of fostering unity and progress.
• Misplaced Focus: The core of the current debate centers on which language should be imposed. This approach invariably ignites political controversies.
• Illusory Choices and Resource Gaps: The NEP 2020 claims to offer choices regarding language selection, but this choice is often superficial. 
  • States frequently lack the necessary resources, such as qualified teachers for specific languages (e.g., Hindi or Sanskrit in non-Hindi speaking states) or adequate funding, rendering the ‘choice’ meaningless. 
  • Retired or untrained teachers are often brought in, compromising educational quality.
• Negative Impact on Learning Outcomes: For students, particularly those from tribal communities, being taught in a language different from their home language (e.g., Santhaali speakers being taught in Hindi, Bengali, or Odia)  may lead to significant disadvantages. 
  • They may experience anxiety, loss of confidence, poor understanding, and a decline in learning outcomes, ultimately increasing dropout rates. 
  • They may also feel their own language and identity are being erased.
• Excessive Language Burden: In some scenarios, students are forced to learn up to four languages, creating an overwhelming burden rather than facilitating deep learning.
• Lessons from Others: Indonesia previously imposed ‘Bahasa Indonesia’ as a national language, despite it being the mother tongue of only 10% of the population. 
  • This led to poor learning outcomes and widespread protests, prompting Indonesia to adopt a more flexible approach.

Way Forward

• Empowerment through Understanding: Students will embrace learning new languages like Hindi or English when they perceive direct benefits and empowerment, rather than feeling their identity is being suppressed.
• Flexibility and Mother Tongue Focus: A flexible approach, emphasizing the mother tongue or local language, is crucial for improving learning outcomes.
• Establish Language Committees: Formulate Language Committees at both district and state levels.
  • These committees must be inclusive, comprising teachers, parents, linguists, and local leaders. 
  • Their mandate will be to make informed decisions about the languages to be included in the Three Language Formula, based on regional context and specific needs.
• Implement Multilingual Education (MLE) Programs: Prioritize programs like the Multi-Lingual Education (MLE) model successfully implemented in Odisha. 
  • This model starts early education in the child’s home or local language (e.g., Santhaali, Kui) and gradually transitions to other languages like Odia and English.
  • This approach significantly improves attendance, builds confidence, increases parental involvement, and enhances overall learning outcomes. 
  • The National Council of Educational Research and Training (NCERT) has recognized the success of this model.
• Develop Multilingual Teachers: Invest in recruiting and training teachers who are proficient in multiple languages. 
  • The success of multilingual education hinges on the availability of qualified educators who can teach in various linguistic contexts.
• Prioritize Quality Over Quantity: The current focus on the number of schools implementing the Three Language Formula or the number of students learning three languages is misplaced. 
  • The emphasis must shift to the quality of learning. 
  • It is more beneficial for a few students to be deeply proficient in multiple languages than for many students to have only a superficial understanding. 
  • There is a need to avoid shallow learning and to ensure languages are learned well enough to be truly useful.

Conclusion

By adopting these strategies, India can move away from the divisive politics of language imposition and towards a system where language acts as a powerful enabler, fostering academic strength, confidence, and genuine empowerment for all students. 

• This systemic shift can help in creating a comprehensive and resilient structure for future generations.

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