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Picture Courtesy:  THEHINDU

Context

The debate surrounding the Three-Language Policy has been reignited as the Maharashtra government's high-powered committee is set to submit its final report on the policy's implementation in the state.

What is Three-Language Policy? 

It is a framework for students to learn three languages: a mother tongue/regional language, Hindi or English, and a third language (which can be a modern Indian or foreign language). 

The goal is to promote multilingualism, national unity, and cross-cultural understanding while allowing for flexibility in language choice at the state and student levels.

Constitutional Provisions on Language

The Constitution provides a detailed framework for language policy, balancing the need for an official language with the protection of regional linguistic diversity.

• Article 343: Declares Hindi in Devanagari script as the official language of the Union.
• Article 351: Directs the Union to promote the spread of Hindi to serve as a medium of expression for India's composite culture.
• Article 350A: Mandates that every state must provide adequate facilities for instruction in the mother tongue at the primary stage of education for children from linguistic minority groups.
• Eighth Schedule: Recognizes 22 languages as the scheduled languages of India, granting them official status and encouraging their development (Source: Ministry of Home Affairs).
• Education as a Concurrent Subject: Under the 42nd Amendment Act, 1976, education was moved to the Concurrent List, giving both the Centre and states the power to legislate on it.

Historical Evolution of the Three-Language Policy

Early Recommendations (1948-1956)

• The idea of a multi-language education policy was first proposed by the University Education Commission (1948-49) and later reaffirmed by the Secondary Education Commission (Mudaliar Commission). 
• The States Reorganisation Act of 1956, which created states based on linguistic lines, highlighted the need for a cohesive national language policy. 

Kothari Commission (1964-66): The Three-Language Policy was formally and comprehensively proposed by the Education Commission, known as the Kothari Commission, to promote national unity by encouraging citizens from different linguistic regions to learn each other's languages.

National Policy on Education (NPE) 1968: It officially adopted the Three-Language Formula, to promote inter-state communication and national unity.

National Education Policy (NEP) 2020: The NEP 2020 reaffirmed the Three-Language Formula but introduced flexibility, emphasizing that no language will be imposed on any state.

• Flexibility and Choice: NEP 2020 states that the three languages will be the choice of states, regions, and students themselves.
• No Imposition: The policy document explicitly states that no language will be imposed on any state.
• Core Condition: At least two of the three languages must be native to India.
• Emphasis on Mother Tongue: It recommends using the mother tongue/local language as the medium of instruction until at least Grade 5, and preferably till Grade 8 and beyond. 
• Promotion of Indian Languages: The policy promotes all Indian languages, including classical ones like Tamil, Telugu, Sanskrit, Kannada, Malayalam, and Odia, as available options.

Challenges in Implementing Three-Language Formula

Political Resistance

Language is deeply tied to regional identity, making the policy a politically sensitive issue. 

States like Tamil Nadu have consistently opposed the formula, viewing it as an imposition of Hindi. Tamil Nadu adheres to a two-language policy (Tamil and English).

Uneven Implementation

In many Hindi-speaking states, Sanskrit is offered as the third language instead of a modern language from another region (especially the South), defeating the goal of cross-regional cultural exchange.

Resource Scarcity

Shortage of trained teachers for many Indian languages. The national Pupil Teacher Ratio (PTR) at the secondary level was 21:1 in 2021-22, but this figure masks shortages for specific language subjects (Source: UDISE+ 2021-22 Report).

Pedagogical Burden

Critics argue that forcing students to learn three scripts can create a heavy cognitive load, impacting foundational learning. 

The ASER 2023 'Beyond Basics' report highlighted that only 43.3% of youth aged 14-18 can solve a simple Grade 3-4 level division problem, suggesting a need to strengthen core skills.

Lack of Quality Materials

There is a shortage of high-quality, engaging textbooks and digital resources for many of the languages offered as third-language options.

Way Forward

Embrace NEP 2020's Flexibility

States must be empowered to develop their own language policies based on their unique socio-linguistic contexts, without any top-down imposition.

Invest in Resources

Both central and state governments must allocate adequate funds for recruiting and training language teachers and developing high-quality multilingual learning materials.

Leverage Technology

Digital platforms like DIKSHA and SWAYAM should be used to create and share engaging digital learning resources for all Indian languages, making learning more accessible.

Promote Cultural Exchange

Initiatives like ‘Ek Bharat Shreshtha Bharat’, which promote student exchange programs between states for cultural and linguistic immersion, should be strengthened to create a genuine interest in language learning.

Focus on Communication Skills

The pedagogical approach should shift from rote memorization to developing practical communicative competence in all three languages.

Conclusion

The Three-Language Policy should be a flexible framework, leveraging linguistic diversity as a national asset, not a challenge. Its success depends on mutual respect and cultural exchange, aligning with NEP 2020. By investing in teachers and resources and treating languages as bridges, India can achieve a truly integrated, multilingual society.

Source: THEHINDU