Maharashtra Scraps Hindi as Compulsory Third Language

The Maharashtra government recently scrapped its Government Resolutions (GRs) that mandated Hindi as a compulsory third language from Grades 1 to 5 in Marathi and English medium schools. While the decision was in line with the National Education Policy (NEP), 2020, which promotes multilingualism and a three-language formula, it was withdrawn due to concerns over linguistic identity, cultural hegemony, and the feasibility of implementing such a policy.

In response to this, the Maharashtra government has appointed a committee under Dr. Narendra Jadhav, a renowned economist, to study the three-language policy further.

Key Issues in Implementing the Three-Language Policy

1. Pedagogical Challenges

• Early Exposure vs. Formal Instruction: Research indicates that neuroscientific evidence supports early exposure to multiple languages, particularly between the ages of 2–8. However, formal classroom instruction in multiple languages from the start may weaken foundational literacy in a child's mother tongue (R1).

• Cognitive Overload: Introducing three languages in the early years could lead to academic stress and diminished language skills, as students may struggle to develop proficiency in their primary language before tackling additional languages.

2. Federal Concerns and Political Sensitivity

• Centralization vs. Federalism: The three-language policy mandates Hindi as a compulsory language in non-Hindi-speaking states, which many states, like Tamil Nadu, see as an imposition on their regional languages. This policy was rejected in Tamil Nadu in 1968 and again in 2019, when the state succeeded in having Hindi removed from the draft NEP 2020.

• States' Rights: Critics argue that enforcing Hindi without proper consultation with state governments undermines the federal spirit and regional autonomy. This has led to linguistic tensions, especially in states with a strong linguistic identity.

3. Cultural and Societal Concerns

• Threat to Regional Languages: Civil society groups fear that mandatory Hindi will lead to the marginalization of local languages, especially tribal and minority languages. These concerns also extend to the potential erosion of cultural identity.

• Imposition of Hindi: Critics argue that mandating Hindi could be seen as a backdoor imposition, leading to cultural hegemony and a centralized cultural model that sidelines regional diversity.

4. Administrative and Infrastructure Issues

• Teacher Shortage: Many rural schools face a shortage of qualified teachers proficient in three languages, leading to uneven quality in instruction.

• Curriculum Overload: Designing age-appropriate, integrated curricula that cover three languages at the primary level could lead to rote learning and reduced comprehension. The workload on students and teachers could escalate significantly.

What Does NEP 2020 Say About Language?

1. Medium of Instruction

• The NEP 2020 emphasizes that mother tongue, local, or regional languages should be the medium of instruction up to Grade 5, ideally until Grade 8 and beyond. This approach aims to strengthen the child's foundation in their native language, which is crucial for cognitive development.

2. Multilingualism

• Unlike the previous NEP (1968), which mandated the study of Hindi, English, and a modern Indian language, the NEP 2020 offers greater flexibility:

  • No language will be imposed on any state.

  • States can choose to include classical languages (like Tamil, Telugu, Kannada, Malayalam) as part of the three-language formula.

  • Foreign languages such as German, French, or Japanese are also introduced as optional choices at the secondary level.

3. Focus on Cognitive Growth

• NEP 2020 highlights the importance of bilingual teaching, where children learn their mother tongue alongside English, ensuring they are comfortable in both local and global contexts.

Constitutional Provisions Regarding Language

• Article 29: Protects the right of citizens to preserve their distinct language and culture.

• Article 343: Declares Hindi as the official language of the Union, but allows continued use of English for official purposes.

• Article 350A: Directs states to provide primary education in the mother tongue for linguistic minority children.

• Article 350B: Provides for a Special Officer for linguistic minorities to ensure safeguards for their languages.

The Eighth Schedule lists 22 officially recognized languages, highlighting India’s diverse linguistic heritage.

Arguments For and Against the Three-Language Policy

1. Promotes Multilingualism and Cognitive Development

   • Learning multiple languages enhances memory, problem-solving, and academic performance.

   • Children can develop flexible thinking and appreciate diverse perspectives.

2. Supports National Integration

   • The policy encourages cross-linguistic communication, fostering a sense of unity across India's diverse linguistic groups.

   • Promotes respect and understanding of India's cultural diversity.

3. Improved Job Prospects

   • Proficiency in multiple languages opens up job opportunities in fields like tourism, media, and international relations.

   • Multilingual skills can improve employability in an increasingly globalized world.

Arguments Against

1. Political Sensitivities

   • In states like Tamil Nadu, the policy is seen as imposing Hindi, a language often associated with majoritarianism and cultural dominance. This fuels regional identity politics.

2. Burden on Students and Schools

   • Overloading students with three languages at the primary level may stress their cognitive abilities.

   • Children from monolingual homes may struggle, leading to academic stress.

3. Implementation Challenges

   • The policy has faced failures in some regions, such as attempts to introduce Tamil in Haryana. These efforts were poorly planned and lacked demand or preparedness, highlighting the difficulty in nationwide implementation.

Guiding Principles for an Inclusive and Effective Language Policy

1. Institutional Preparedness

   • Prioritize foundational literacy and quality teaching rather than simply adding more languages.

   • Ensure qualified teachers and appropriate resources are available in schools to support multilingual education.

2. Balanced Multilingualism

   • The policy should respect regional language needs. In non-Hindi states, Hindi should not be forced, and states should be allowed to promote their regional languages alongside Hindi and English.

   • Reciprocal language learning should be encouraged, where students from North India learn Dravidian or tribal languages.

3. Language as a Tool of Social Justice

   • The policy should be designed to empower students, not to be a tool for political contestation.

   • Equity should be prioritized, ensuring that every language, whether regional, tribal, or foreign, is treated as an asset, not a barrier.

4. Linking Language Learning to Skills and Employability

   • Language education should not only focus on linguistic skills but also link language proficiency to vocational and digital skills to enhance employability, especially in fields requiring national mobility.

Conclusion:

While the three-language policy can offer numerous benefits, including national integration and multilingualism, it must be implemented with caution and consideration for regional languages, cultural identities, and local needs. India’s rich linguistic diversity requires an inclusive approach that recognizes the importance of regional autonomy, mother tongue education, and educational infrastructure.