15 May The Language Dilemma: Bridging Communication and Identity
This article covers “Daily Current Affairs” and the Topic The Language Dilemma: Bridging Communication and Identity.
SYLLABUS MAPPING:
GS-2- Polity and Governance- The Language Dilemma: Bridging Communication and Identity
FOR PRELIMS
What is the Three-Language Formula in India? Discuss its objectives and evolution over time.
FOR MAINS
What are the major challenges in implementing the Three-Language Formula across states in India?
Why in the News?
The Supreme Court recently dismissed a plea seeking directions to the governments of Tamil Nadu, Kerala, and West Bengal to implement the National Education Policy (NEP), 2020, including its three-language formula. The Court clarified that while it can issue directives under Article 32 of the Constitution to protect citizens’ fundamental rights, it cannot compel states to adopt a particular policy like the NEP, 2020. This ruling underscores the federal structure of India and the autonomy of states in matters related to education, which is a subject in the Concurrent List.
New Education Policy 2020
Constitutional Provisions on Language in India
| Article | Provision | Description |
|---|---|---|
| Art. 343 | Official Language of the Union | Hindi in Devanagari script to be the official language of the Union. English to continue for 15 years. |
| Art. 344 | Commission and Committee of Parliament on Official Language | Provides for the constitution of a Commission (after 5 years) and a Committee to examine language issues. |
| Art. 345 | Official language of a State | The state legislature may adopt any one or more languages used in the state or Hindi as its official language. |
| Art. 346 | Official language for communication between one State and another, and with the Union | English is the default, unless states agree to use Hindi or any other language. |
| Art. 347 | Special provision relating to the language spoken by a section of a state’s population | President may direct recognition of a language spoken by a substantial population in a state. |
| Art. 348 | Language to be used in the Supreme Court and High Courts | English is to be used in all proceedings, unless Parliament provides otherwise. |
| Art. 349 | Special procedure for the enactment of laws relating to language | Restrictions on making laws under Articles 348(2) and 345 during the initial 15 years. |
| Art. 350 | Right to submit representation for redress of grievances in any language used in the Union or a State | Any person can submit a representation in any language used in the Union or the State. |
| Art. 350A | Facilities for instruction in the mother tongue at the primary stage | Every State must provide facilities for primary education in the mother tongue for linguistic minority children. |
| Art. 350B | Special Officer for Linguistic Minorities | Appointed by the President to investigate matters related to linguistic minorities and report to the President. |
| Art. 351 | Directive for the development of Hindi | Union Government to promote the spread and development of Hindi for use as a medium of expression. |
| Eighth Schedule | Languages recognised by the Constitution | Contains 22 scheduled languages (originally 14); inclusion helps in promotion and preservation. |
What is the three-language formula(TLF)
The Three-Language Formula is an educational policy introduced in the 1968 National Policy on Education (NEP) to promote multilingualism and national integration. It mandates that students in India learn three languages: their regional language (mother tongue), Hindi, and English. NEP 2020 retains this framework but allows states and students flexibility in choosing languages, ensuring at least two are Indian languages.
Evolution of the three-language formula
| Commission / Policy | Year | Key Recommendations Related to Language in Education | Other Language-Related Recommendations |
|---|---|---|---|
| Kothari Commission | 1964–66 | – Proposed the Three-Language Formula: 1. Regional language/mother tongue 2. Hindi (for non-Hindi states) or a modern Indian language (for Hindi-speaking states) 3. English |
– Emphasised language’s role in national integration – Recommended better language teaching methods |
| National Policy on Education (NPE) | 1968 | – Officially introduced the Three-Language Formula – Highlighted the importance of Hindi and English in communication |
– Development of regional languages – Preservation of linguistic diversity |
| National Policy on Education (NPE) | 1986 | – Retained the Three-Language Formula – Acknowledged challenges in implementation – Promoted mother-tongue-based primary education |
– Promoted the use of modern Indian languages – Recognised English as a link language |
| Ramamurti Committee | 1990 | – Emphasised improving the quality of language education – Advocated mother tongue as a medium of instruction at all levels |
– Supported linguistic inclusivity in educational institutions |
| Acharya Ramamurti Review Committee | 1991 | – Called for strengthening the Three-Language Formula – Stressed on better training for language teachers |
– Proposed measures to safeguard linguistic minorities |
| National Curriculum Framework (NCF) | 2005 | – Reaffirmed multilingualism in education – Promoted bilingual teaching methods |
– Emphasised context-based language learning |
| National Education Policy (NEP) | 2020 | – Retained Three-Language Formula with flexibility for states – At least two languages to be Indian – Emphasis on mother-tongue-based education |
– Promoted Sanskrit as optional – No imposition of any language on states |
Three-language formula in the National Education Policy 2020
1. Retained with Flexibility: NEP 2020 retains the existing Three-Language Formula but allows greater flexibility for states to implement it as per their regional and cultural needs.
2. No Language Imposition: The policy does not impose any particular language on any state. Language choices will be left to the students, parents, and local authorities.
3. Two Indian Languages Mandatory: Among the three languages taught, at least two must be Indian languages. This aims to promote indigenous linguistic diversity.
4. Mother Tongue as Medium of Instruction: Emphasis on teaching in the mother tongue or regional language as the medium of instruction up to at least Grade 5, preferably till Grade 8.
5. Promotion of Classical and Regional Languages: Classical languages like Sanskrit will be available as an optional subject at all school levels. The policy also promotes teaching and preservation of tribal and endangered languages.
6. Introduction of Foreign Languages: Foreign languages such as Korean, Japanese, French, Spanish, German, etc., may be introduced at the secondary level to increase global exposure.
7. Focus on Multilingualism: NEP 2020 strongly supports multilingualism to improve cognitive abilities, creativity, and cultural understanding among students.
8. Digital and Technological Support: Content will be made available in regional languages through digital platforms like DIKSHA, and AI-based translation tools will be developed to support learning.
Advantages of the three-language formula
1. Promotes National Integration: Learning multiple Indian languages fosters a sense of unity in diversity and encourages cross-cultural understanding among regions.
2. Preserves Linguistic Heritage: It helps in protecting and promoting regional, tribal, and classical languages, many of which are at risk of extinction.
3. Enhances Cognitive Abilities: Multilingualism in early education has been shown to improve memory, problem-solving, and multitasking skills in children.
4. Improves Communication Skills: Knowing more than one Indian language along with English expands a student’s communicative reach within and outside the country.
5. Supports Mother-Tongue Education: Emphasising the mother tongue as the medium of instruction in early years leads to better comprehension and learning outcomes.
6. Wider Career Opportunities: Multilingual proficiency increases employability in government services, translation, diplomacy, media, and education sectors.
7. Boosts Social Inclusion: Promoting minority and regional languages ensures inclusiveness and respect for all linguistic communities, especially marginalised groups.
8. Facilitates Migration and Mobility: Knowing multiple regional languages makes it easier for individuals to adapt and work across different states in India.
9. Reduces Language Dominance: Encourages linguistic equity by balancing the dominance of English and Hindi with the promotion of other Indian languages.
Issues with the three-language formula
1. Lack of Uniform Implementation: Different states follow different language policies—for example, Tamil Nadu has historically resisted the three-language formula and follows a two-language system (Tamil and English).
2. Political and Regional Resistance: There is perceived imposition of Hindi in non-Hindi speaking states, especially in the South and Northeast, which often view the policy as a threat to their linguistic identity.
3. Shortage of Language Teachers: Many schools, particularly in rural or tribal areas, face an acute shortage of qualified teachers for the third language, limiting effective implementation.
4. Burden on Students: Learning three languages simultaneously may put academic pressure on students, especially when the third language has little relevance to their immediate environment or goals.
5. Resource and Infrastructure Gaps: Lack of adequate teaching materials, textbooks, and technology-based resources in regional and tribal languages hampers quality education.
6. Urban-Rural Divide: Urban schools may offer a wider selection of languages and better teaching resources, while rural schools often struggle to even provide basic bilingual education.
7. Implementation Ambiguity: NEP 2020 allows flexibility to states, but there is no clear mechanism or accountability to ensure that the core objectives of the three-language formula are achieved.
8. Neglect of Tribal and Endangered Languages: Despite policy emphasis, in practice, tribal and minority languages remain underrepresented in curricula and formal instruction.
9. Limited Functional Use: Students may not find practical use for the third language, especially if it’s not widely spoken in their region or required for employment.
Way forward for balancing unity and diversity
1. Promote Linguistic Federalism: Encourage a decentralised approach where states have the autonomy to choose their language policies within a broad national framework, ensuring both unity and regional identity.
2. Encourage Voluntary Multilingualism: Instead of imposing languages, create an incentive-based model where students are motivated to learn additional Indian languages through scholarships, cultural exchanges, and career benefits.
3. Invest in Language Infrastructure: Improve the availability of qualified teachers, textbooks, digital content, and AI-based translation tools for all Indian languages, including tribal and endangered ones.
4. Strengthen Mother-Tongue Education: Focus on early education in the mother tongue to enhance learning outcomes while gradually integrating other Indian and global languages for broader exposure.
5. Revive and Digitise Endangered Languages: Use technology to document, digitise, and teach endangered languages, preserving linguistic heritage and empowering tribal and minority communities.
6. National Language Policy Consensus: Initiate an inclusive dialogue among the centre and states, language experts, and civil society to develop a consensus-based language policy that respects both unity and diversity.
7. Cultural Integration Through Education: Integrate folklore, regional literature, music, and local history into curricula to promote mutual cultural respect and emotional integration across linguistic groups.
8. Media and Technology in Local Languages: Expand public broadcasting, e-learning platforms, and e-governance services in multiple Indian languages to increase access and participation.
9. Awareness and Sensitisation Campaigns: Promote public awareness about the value of linguistic diversity and the need for national unity, especially among youth through school programs and mass media.
Conclusion
India’s linguistic diversity is both a strength and a challenge. The Three-Language Formula, as envisioned in NEP 2020, is a well-intentioned attempt to foster national integration, promote multilingualism, and preserve the country’s rich linguistic heritage. However, its success hinges on sensitive implementation, respect for federal principles, and investment in educational infrastructure. While the recent Supreme Court ruling reaffirms the autonomy of states in educational matters, it also highlights the importance of cooperative federalism in addressing language-related concerns. A balanced, inclusive, and flexible approach, which respects regional aspirations while promoting unity, is essential for a harmonious linguistic future. Through dialogue, decentralised policymaking, and digital innovation, India can achieve a fine equilibrium between national cohesion and cultural diversity.
Download Plutus IAS Current Affairs (Eng) 15th May 2025
Prelims Questions
Q. With reference to the Three-Language Formula in India, consider the following statements:
1. The Three-Language Formula was first officially introduced in the National Policy on Education, 1986.
2. As per the NEP 2020, at least two of the three languages taught must be Indian languages.
3. The Constitution of India mandates the use of three languages in school education through Article 350B.
Which of the above statements is/are correct?
A. 1 and 2 only
B. 2 only
C. 1 and 3 only
D. 1, 2 and 3
Answer: B
Mains Questions
Q. The Three-Language Formula seeks to balance the goal of national integration with the preservation of linguistic diversity.” Critically evaluate the constitutional, educational, and federal dimensions of this policy in light of NEP 2020.
(250 words, 15 marks)
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