Introduction:

Language is a critical component of education, shaping cognitive development, cultural identity, and learning outcomes. The National Education Policy (NEP) 2020 has redefined India’s approach to language in education by promoting the mother tongue, enhancing multilingual learning, and introducing a flexible three-language formula. However, its implementation has sparked debates, particularly in states like Tamil Nadu, which oppose certain aspects of the policy.

NEP 2020 on Medium of Instruction: The Role of Mother Tongue

• NEP 2020, which replaced the 1986 education policy, was drafted after five years of consultations.
• A major highlight of the policy is its emphasis on teaching students in their home language, mother tongue, local language, or regional language, at least until Grade 5, and preferably extending to Grade 8 and beyond.
• The policy suggests that students grasp complex concepts more efficiently when taught in their first language.
• Research cited in NEP 2020 indicates that children between the ages of two and eight acquire languages quickly, and multilingualism enhances cognitive abilities. Hence, the policy encourages bilingualism, where students learn in both their mother tongue and English.
• For example, in Haryana, anganwadis have introduced bilingual study materials with Hindi and English printed on the same page, accompanied by colorful illustrations to support early learning.
• Similar efforts are being made across different states to ensure that children develop literacy in their native language while also gaining proficiency in English.
• Despite these advantages, English-medium education remains a strong preference, particularly in urban areas. Many parents view English as the key to better job opportunities, which has led to a gradual decline in mother tongue instruction.

Findings from the Eighth All India School Education Survey (AISES)

The Eighth AISES, conducted by NCERT, remains the most recent nationwide study on language instruction. The survey found that although most schools still teach in

the mother tongue, the percentage has been declining over the years:

• In the Seventh AISES (2002), 07% of primary schools used the mother tongue as the medium of instruction.
• By the Eighth AISES (2009), this had dropped to 62%.

The survey also revealed an urban-rural divide:

• In rural areas, the use of the mother tongue fell from 39% (Seventh AISES) to 87.56% (Eighth AISES).
• In urban areas, it declined from 39% to 80.99% over the same period.

These figures indicate a gradual shift toward English as the medium of instruction, particularly in urban schools, where parents believe it offers better academic and professional prospects.

Despite the NEP’s encouragement of learning in home languages, this trend suggests challenges in reversing the dominance of English-medium education, especially in private schools.

The Three-Language Formula: Evolution and Implementation Challenges

What is the Three-Language Formula?

India’s three-language formula was first introduced in 1968, requiring students to study:

1. Hindi, English, and a Modern Indian Language (preferably a South Indian language) in Hindi-speaking states.
2. Hindi, English, and a Regional Language in non-Hindi-speaking states.

• NEP 2020 has modified this approach, making the policy more flexible by stating that no language will be imposed on any state. However, it encourages the learning of certain languages, such as Sanskrit, which has been given special emphasis.
• The policy also promotes classical languages, including Tamil, Telugu, Kannada, Malayalam, Odia, Pali, Persian, and Prakrit, recommending that these should be made available as options in schools.

Encouraging Mother Tongue and Multilingual Learning

To support learning in the mother tongue, NEP 2020 has proposed high-quality textbooks in home languages. To facilitate this, NCERT has developed digital books in 104 regional languages and dialects, including:

• Bengali, Khandeshi, Tulu, Ladakhi, Pashto, Bhili, Dogri, Lahuli (Pattani), and Car Nicobarese, among others.

States are expected to translate and implement these materials through their respective State Councils of Educational Research and Training (SCERTs).

Several states have already adopted bilingual textbooks:

• Assam introduced Science and Mathematics textbooks in Assamese, Bodo, Bengali, and English.
• Andhra Pradesh launched bilingual Telugu-English textbooks in 2023.

Challenges in Implementing the Three-Language Formula

Despite these initiatives, the implementation of the three-language formula has been uneven, facing political, logistical, and infrastructural challenges.

1. Political Resistance: Tamil Nadu has consistently opposed the three-language formula, arguing that it amounts to the imposition of Hindi. The state follows a two-language policy (Tamil and English) and has refused to adopt the NEP’s language recommendations.
2. Shortage of Teachers: Many states lack qualified teachers for certain languages. In Himachal Pradesh, schools could not introduce Telugu and Tamil as language options due to a lack of trained teachers.
3. Changing Language Preferences: While Haryana once made Tamil the second language in 1969, it was removed in 2010 due to a lack of Tamil speakers.
4. Parental Preferences: Many parents prioritize English-medium education, considering it essential for higher education and career advancement. This has contributed to the gradual decline of mother tongue instruction in urban schools.

Foreign Languages in NEP 2020

NEP 2020 also introduces foreign languages at the secondary school level. Students can opt to learn:

• Korean, Japanese, Thai, French, German, Spanish, Portuguese, and Russian.

According to a CBSE plan:

• Until Class 10, students must study two Indian languages.
• In Classes 11 and 12, students can choose one Indian language and one foreign language.

This initiative aims to:

• Enhance students’ global competencies.
• Improve India’s international linguistic engagement.
• Offer greater career opportunities in fields such as diplomacy, trade, and technology.

Conclusion: Balancing Multilingualism and Practical Challenges

NEP 2020’s language policy seeks to balance cultural preservation with educational accessibility. It strongly advocates for mother tongue instruction, promotes multilingualism, and reforms the three-language formula. However, implementation challenges persist due to political resistance, parental preferences for English, teacher shortages, and infrastructural constraints. As India moves forward with NEP 2020, success will depend on:

1. Ensuring quality education in multiple languages.
2. Training more teachers in regional and classical languages.
3. Providing high-quality textbooks in home languages.
4. Respecting states’ linguistic identities while promoting multilingual learning.

Ultimately, the effectiveness of NEP 2020’s language policy will be determined by how well it balances regional linguistic diversity with global opportunities for students.