Answer

The National Education Policy (NEP) 2020 introduces a three-language policy to strengthen multilingual education and preserve linguistic diversity. With 22 official languages under the Eighth Schedule and a vast linguistic landscape, balancing regional aspirations with national integration remains complex. Opposition from non-Hindi-speaking states highlights concerns over linguistic imposition and practical challenges in implementation.

Three-Language Policy Aims to Promote Multilingualism

• Cultural Integration: Encouraging students to learn multiple languages fosters national integration and cultural exchange, strengthening India’s linguistic diversity.
  For example: Learning Tamil in North Indian schools can create cultural awareness and bridge regional divides.
• Cognitive and Academic Benefits: Multilingualism enhances cognitive skills, problem-solving, and creativity, improving overall academic performance.
• Enhancing Employability: Knowledge of multiple languages, especially regional languages, boosts career opportunities in government jobs, translation, and tourism.
  For example: Multilingual proficiency is often a prerequisite for diplomatic roles and multinational companies.
• Promoting Indian Languages: The policy ensures at least two languages learned are native to India, preserving linguistic heritage and literature.
  For example: The promotion of Sanskrit, Bengali, Telugu, and Marathi helps sustain India’s classical and regional languages.

Contentious Implementation in Non-Hindi-Speaking States

• Perceived Hindi Imposition: Non-Hindi states, especially Tamil Nadu, Karnataka, and West Bengal, view the policy as a move towards gradual Hindi imposition.
• State Autonomy Concerns: Education is a Concurrent Subject, and enforcing a central policy on language learning challenges federal principles.
  For example: The Tamil Nadu government refuses to comply with the three-language mandate under NEP 2020, delaying funds under the Samagra Shiksha Abhiyan to Tamil Nadu.
• Limited Teaching Resources: Many states lack trained teachers for additional languages, making implementation difficult in government schools.
  For example: Schools in Odisha and Kerala struggle to find Hindi language teachers due to low availability.
• Student Workload and Learning Outcomes: Additional language courses could burden students, impacting their proficiency in core subjects like Math and Science.
  For example: ASER reports indicate that 60% of Class V students struggle with reading basic texts of Class II, raising concerns about curriculum overload.

Key Challenges in Adoption

• Resistance from Regional Parties: Political parties in non-Hindi states view the policy as an interference in state affairs, leading to opposition.
• Urban-Rural Divide: Rural students often struggle with a second language, making learning a third language even more difficult.
  For example: In rural Bihar, 40% of students face difficulties in English, impacting their ability to learn another language.
• Different Linguistic Priorities: States prefer to promote their regional languages over Hindi, leading to misalignment with central policy.
  For example: West Bengal emphasizes Bengali-English learning, rejecting mandatory Hindi inclusion.
• Funding and Infrastructure Gaps: Government schools, especially in financially weaker states, lack budgets for language teachers, books, and digital language labs.
  For example: Schools in Northeast India lack adequate teachers for third-language implementation, affecting policy execution.

Measures to Address Linguistic Concerns

• Flexibility in Language Choice: States should be allowed to choose regional languages instead of imposing a uniform three-language structure.
  For example: Karnataka can teach Kannada, English, and a student’s preferred language, instead of mandatory Hindi.
• Strengthening Language Infrastructure: Investing in teacher training, e-learning modules, and scholarships for language education will improve implementation.
  For example: Digital language labs in Andhra Pradesh enhance vernacular learning through technology-driven models.
• Incentivizing Multilingualism: Providing scholarships, career incentives, and skill-based language training will motivate students to voluntarily take up additional languages.
  For example: UGC grants scholarships for Sanskrit, Pali, and Persian studies, preserving linguistic heritage.
• Constructive Dialogue Between Centre and States: The Centre should engage states in policy discussions to ensure language education aligns with local needs.
  For example: A joint education committee can be set up to allow states greater say in implementation.  

A harmonious linguistic framework is vital for India’s unity in diversity. Flexibility in language selection, capacity-building for teachers, and incentivizing regional language learning can ease implementation challenges. Leveraging technology for translation tools and digital learning will bridge linguistic gaps. A consensus-driven approach, respecting regional aspirations, can transform multilingualism into a national strength rather than a point of discord.