Mentor’s Note:

India’s language debate tests the balance between national policy goals and state linguistic autonomy, a key aspect of federalism. While NEP 2020’s three-language formula aims at unity through multilingualism, southern states like Tamil Nadu and Karnataka favour a two-language model to protect cultural identity and shape education on their own terms. This is as much about governance and diversity as it is about language. This issue is highly relevant for UPSC GS Paper 2 – Governance, Constitution, Federalism, and Education Policy.

Introduction:

India’s education system is shaped not only by pedagogy but also by its multilingual and multicultural character. The NEP 2020 recommends a three-language policy, with at least two being native to India, aiming to promote linguistic diversity and national integration. However, Tamil Nadu’s State Education Policy (SEP) and Karnataka’s proposed SEP prioritize local languages + English over Hindi or any other third compulsory language, reflecting deep-rooted socio-political contexts. This ongoing debate exemplifies the delicate balance between national policy frameworks and state-specific educational priorities.

The Two-Language Policy in Tamil Nadu and Karnataka:

Tamil Nadu’s Approach

1. Continues the two-language policy: Tamil + English.
2. Makes Tamil compulsory up to Class 10 across all boards.
3. Promotes critical thinking, digital literacy, climate education, and social justice.
4. Focus on STEAM (Science, Technology, Engineering, Arts, Mathematics) education and special support for tribal, disabled, and first-generation learners.
5. Seeks uniform, high-quality public education as a priority.

Karnataka’s Proposed Approach

1. Kannada (or mother tongue) + English as compulsory languages.
2. Medium of instruction: Kannada or mother tongue up to Class 5, preferably till Class 12.
3. Discontinuation of the three-language policy (Hindi as third language removed).
4. Development of state-specific curriculum, moving away from NCERT textbooks.
5. Bilingual teaching methods for better learning outcomes.

National Education Policy (NEP) 2020 and the Three-Language Policy

NEP’s Recommendation:

1. Three-language formula at school level.
2. Two local languages (mother tongue/regional language).
3. One other Indian language (often Hindi, though not mandatory).
4. Based on the Kothari Commission (1968) suggestion to encourage multilingualism.

Intended objectives:

1. Promote national unity by encouraging communication across linguistic regions.
2. Preserve linguistic diversity by ensuring regional languages remain central to education.
3. Enhance linguistic versatility to prepare students for mobility within India.
4. Strengthen early learning through mother tongue instruction in primary classes, as supported by UNESCO research.

Criticism and Challenges:

• Perceived Hindi Imposition:
  • In non-Hindi speaking states like Tamil Nadu and Karnataka, the inclusion of Hindi as the third language is seen as a political and cultural imposition.
  • Historical background: Tamil Nadu’s anti-Hindi agitations (1960s) shape continued resistance.
• Demand for English as a Medium:
  • Parents and students increasingly prefer English-medium education for global competitiveness.
  • Concerns that a strong emphasis on Hindi may reduce the focus on English proficiency, which is linked to employment and higher education abroad.
• Federalism Concerns:
  • Education is in the Concurrent List; States argue they should have autonomy to design curricula and decide language policy.
  • Central guidance seen as overreach into state cultural identity.
• Implementation Gaps:
  • Shortage of qualified teachers for multiple languages.
  • Logistical difficulty in providing quality instruction in three languages, especially in rural schools.

Constitutional & Federal Dimensions:

1. Education is a subject in the Concurrent List.
2. Article 345: States can adopt any one or more languages for official use.
3. Article 351: Directive for development of Hindi.
4. 8th Schedule: Recognizes 22 languages, protecting linguistic diversity.
5. Cooperative Federalism: Centre and States must align education policy without overriding local aspirations.

Critical Issues Beyond Language:

1. Equity in Public Education: Need to strengthen government schools for uniform quality.
2. Access & Inclusion: Support for marginalized communities.
3. Curriculum Modernization: Integrating digital skills, climate education, and critical thinking.
4. Resource Allocation: Pending ₹2,152 crore education funds for Tamil Nadu highlight fiscal federalism concerns.

Conclusion:

Language policies should respect India’s diversity and focus on improving education quality. The Centre must work with states, not over them, to improve schools, modernize curriculum, and ensure equal opportunities.

Mapping Micro-Themes:

Practice Mains Question

“Language in education is both a cultural right and a tool for development. Discuss the recent shift of Tamil Nadu and Karnataka towards a two-language formula in the context of federalism and inclusive education.” (250 words)

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