Three Language Policy : Controversy

Why in News? The linguistic debate in Maharashtra has reignited following the state government’s recent decision to withdraw two official orders mandating Hindi as the third language in primary education across Marathi and English medium State Board schools.

Relevance : UPSC Pre &  Mains

Prelims : Articles related to Language/commission

Mains :   GS 2

The Three Language Policy in India is a long-debated and sensitive issue involving language, identity, federalism, and education.

What is the Three Language Policy?

The Three Language Formula was first recommended by the Kothari Commission (1964–66) and adopted by the National Policy on Education (1968). The policy recommends:

First Language: Mother tongue or regional language

Second Language:

• In Hindi-speaking states: English or a modern Indian language (preferably South Indian)
• In non-Hindi-speaking states: Hindi or English

Third Language:

• In Hindi-speaking states: English or another modern Indian language
• In non-Hindi-speaking states: English or Hindi

Constitutional Provisions on Language:

8th Schedule lists 22 recognized official languages of India.

Historical Context

• 1968: First formal inclusion of the three-language formula in the National Policy on Education.
• 1986 & 1992: Reaffirmed in revised National Policies.
• 2020: New Education Policy (NEP) reintroduced the formula with emphasis on multilingualism, suggesting no imposition of any language.

The Debate:

Supporters’ Arguments (Government/Pro-Policy):

1. National Integration: Learning Hindi and a regional language promotes unity.
2. Multilingual Proficiency: Helps students communicate across regions.
3. Global Relevance: English helps with global competitiveness.
4. Cultural Preservation: Encourages use of local languages.

Opposition/Concerns (Especially from Southern States like Tamil Nadu):

1. Imposition of Hindi: Seen as cultural and linguistic domination by the Hindi-speaking belt.
2. Federal Overreach: Violates spirit of cooperative federalism.
3. Burden on Students: Learning 3 languages can be overwhelming.
4. Regional Pride: South Indian states, particularly Tamil Nadu, promote two-language policy (Tamil and English).

Recent Controversies:

• NEP 2020 suggested three-language policy with flexibility, but initial drafts hinted at mandatory Hindi, leading to strong protests from Tamil Nadu and others.
• Centre later clarified: “No language will be imposed.”

Government’s Clarification and Stand:

• The policy is flexible, not mandatory.
• States are free to choose their own language policy, as education is on the Concurrent List.
• Aim is to promote multilingualism, not impose Hindi.

Way Forward:

1. Respect Linguistic Diversity: Avoid imposition; let states decide based on local needs.
2. Promote Mother Tongue: At primary levels to improve learning outcomes.
3. Encourage Voluntary Learning: Incentivize learning of other Indian languages.
4. Use Technology for Language Learning: Apps and digital platforms can ease multilingual learning.
5. Center-State Coordination: Policies should be evolved through consultation, not compulsion.
6. Focus on Quality: Ensure quality teachers and material for all three languages.

Conclusion:

The Three Language Policy, while aiming to unify a diverse nation through linguistic inclusion, must walk the fine line between promoting multilingualism and respecting regional identities. A cooperative, flexible, and learner-centric approach can help achieve the goal of national integration without compromising cultural autonomy