Why in the News?

Recently, the three-language rule in the National Education Policy (NEP) 2020 has caused a new dispute in Maharashtra, showing people’s worries about language and political disagreements.

Why has the implementation of the three-language policy sparked resistance in States like Maharashtra?

• Fear of Hindi Imposition: Despite the NEP 2020’s flexibility, there is a strong perception that Hindi is being prioritised as the default second language, especially after Maharashtra’s decision to make Hindi mandatory till Class 5.
• Threat to Regional Identity: The policy is seen as undermining Marathi linguistic and cultural identity, which has historically been a sensitive issue in the State.
• Distrust in Government Intentions: The formation of a committee rather than outright scrapping of the decision raised suspicion about hidden agendas, including the promotion of the Right-wing ‘Hindi, Hindu, Hindustan’ ideology.

How does the perceived imposition of Hindi affect regional linguistic identity and federal harmony?

• Resentment in Non-Hindi Speaking States: Imposing Hindi is perceived as marginalising regional languages like Tamil, Telugu, Bengali, and Malayalam, causing strong backlash. Eg: Tamil Nadu has consistently opposed the three-language formula, invoking the “anti-Hindi imposition” movementdating back to the 1960s.
• Weakening of Linguistic Pluralism and Diversity: Promoting one language risks diluting India’s multilingual fabric, which is essential for preserving cultural identity and inclusiveness. Eg: In North-East India, states like Manipur and Nagaland have expressed concerns over losing native tongues due to Hindi-centric policies.
• Strain on Federal Relations: Perceived language imposition creates friction between the Centre and States, weakening cooperative federalism and leading to policy resistance. Eg: Several southern states have demanded greater autonomy in education policy, arguing that central language decisions ignore regional aspirations.

What is the relevance of the three-language policy for academic purposes?

• Promotes Inclusivity and Communication in Diverse Settings: Multilingual proficiency helps students communicate across regions, fostering national integration and better participation in higher education and jobs. Eg: A student from Kerala who knows Hindi and English can study or work in northern India or abroad more comfortably.
• Enhances Cognitive and Learning Abilities: Learning multiple languages improves memory, problem-solving, and critical thinking skills, aiding overall academic performance. Eg: Studies show that multilingual students often perform better in tasks requiring attention and multitasking.
• Improves Access to Knowledge and Resources: Knowing more than one language enables students to access a broader range of textbooks, research, and cultural literature, enriching their academic experience. Eg: A student fluent in English and a regional language can read both international academic content and local history or literature.

What are the challenges do schools face in offering diverse language options under the policy?

• Limited Availability of Qualified Language Teachers: Most schools lack trained teachers for non-regional or less commonly spoken languages, making it hard to implement true linguistic diversity. Eg: A school in Bihar may struggle to find teachers for Tamil, Kannada, or Malayalam, even if students want to learn them.
• Low Student Demand for Minority Languages: The policy requires a minimum of 20 students to demand a language for it to be introduced, which excludes smaller linguistic communities. Eg: In many Hindi-speaking regions, languages like Telugu or Bengali are not offered due to insufficient student numbers.

Way forward: 

• Strengthen Teacher Training and Language Infrastructure: Invest in recruiting and training teachers for a wider range of Indian languages, and develop teaching materials in collaboration with state language boards.
• Ensure Flexibility and Regional Autonomy: Allow States and schools to adapt the three-language policy based on local linguistic demographics, ensuring inclusivity without enforcing a one-size-fits-all model.

Mains PYQ:

[UPSC 2015] Describe any four cultural elements of diversity in India and rate their relative significance in building a national identity.

Linkage: This question is related to “Diversity and pluralism,” which directly talk about the language as a cultural element. The article highlights how language can become a point of contention, with some seeing a uniform language policy as essential for national identity, while others view it as an “imposition” that undermines the rich cultural and linguistic diversity of India.

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