Prof. Vandana Sharma
vandana.eng@cujammu.ac.in.
At a momentous juncture when the implementation of 3-Language Policy in the CBSE Scheme of Studies is transitioning from theory into operational rollout, it becomes imperative to understand how this linguistic framework offers manifold dividends as it is immensely significant for India’s social, economic and political future. Foregrounding the thrust of NEP-2020 which views multilingual ethos of India as a core pedagogical asset, the core rationale is to dismantle the binary between being culturally rooted and globally wired as we are collectively making efforts towards Viksit Bharat@2047.
At the outset, let us take pride in our literary and political history where numerous thinkers captured the linguistic wealth of India across time and space, to name a few, the 18th century legendary Maratha queen, Ahilyabai Holkar; the first Nobel Laureate, Gurudev Rabindranath Tagore; Father of the Nation, Mahatma Gandhi; the Missile Man of India, APJ Abdul Kalam, who worked for the intersection of language, culture and identity . Whereas Ahalyabai during her 30 year reign, patronized regional literature, encouraged translations and institutionalized language via Pathshalas; Gurudev Tagore clearly declared, “Mother tongue is the language of the heart. To completely ignore it in education is to sever the roots that feed a child’s creative identity.” Likewise, Mahatma Gandhi championed the idea that true Swaraj (self-rule) was impossible without linguistic pride and Abdul Kalam having studied in a Tamil-medium school himself, was a living proof that native-language schooling does not limit global success.
.Admittedly, the implementation of NEP- 2020 and three-language formula has shifted from policy theory into a rapid, high-stakes operational rollout. Following recent directives by the Central Board of Secondary Education (CBSE), its rollout is a highly relevant, timely and foundational lever engineered for Viksit Bharat@2047. Let’s understand, how this flexible, inclusive, non-imposing, futuristic, transformational, and unifying language policy is meant to fulfil the needs of Viksit Bharat @ 2047? As this policy prioritizes no single language, it preserves linguistic freedom and social peace allowing for smoother educational governance. The policy clearly states that two out of the three languages should be native to India. There are several reasons for this condition. In different parts of the country, students may speak one language at home, another in their surroundings, another in school, and yet another in the marketplace. They may also need different languages in the workplace in the future. Keeping this in mind, students should be equipped with communicative abilities in several languages. Therefore, they should be encouraged to learn at least two Indian languages.
The three languages that students will learn in their school years are denoted as R1, R2 and R3. R1 is the language in which literacy is first learnt in school. For this, it is of critical importance to use the language that the student already knows, because it enables the full use of linguistic and cultural knowledge and resources from the student’s home and community. This results in deeper engagement, greater relevance, and more effective and efficient attainment of literacy. Thus, R1 should preferably be the language most familiar to the students, which would be the mother tongue. If that is not possible because of practical considerations, then it should be the State language, which would be a familiar language.
Since literacy is first attained in R1, it must be used as the medium of instruction for other subjects, at least until literacy in another language is attained. R2 is any language other than R1 and R3 is any language other than R1 and R2. Furthermore, at least two of these three languages, R1, R2 and R3, must be native to India. The State or other relevant bodies would decide the choices of R1, R2 or R3 that would be given to students. An Indian language must be available for students as an option for the medium of instruction through school education all the way up to Grade 12. Schools must offer languages from the CBSE list, which includes 44 languages, including 22 scheduled languages. It also includes four scheduled languages, Santhali, Maithili, Dogri and Konkani, which have been introduced for the first time in the current session.
In view of the fact that school-going children have a natural ability to acquire or learn new languages simultaneously and with ease, learning more languages, especially Indian languages, should not be considered a burden as it helps students stay connected with their local language, culture, and identity. Since students in CBSE schools are already learning three languages in Classes VI, VII, and VIII, the present policy of CBSE to continue this practice up to Class X is a significant structural shift designed to align with the vision of Viksit Bharat. Understandably, a developed nation relies heavily on human capital capable of complex problem-solving and innovation. Prolonging language study into adolescence targets a critical phase of brain development. Moreover, it will usher in a Pan-India workforce which can seamlessly migrate and collaborate.
Understandably, Viksit Bharat envisages unified national identity built on mutual respect, the linguistic equity will strengthen civilizational rootedness, local enterprise and global readiness. No where does the policy negate English or foreign language learning as it reorganises how they fit into student’s schedule. In view of the fact that only a small percentage of students, mostly in some elite schools in metropolitan cities, opt for foreign languages. They may continue to study those languages under this policy as an additional language. The policy does not eliminate French, German, Spanish, or Japanese. However, it explicitly states that a foreign language cannot be used to bypass learning native Indian languages.
The Government and the Ministry of Education (MoE) are actively using the National Education Policy (NEP) 2020 and this specific CBSE mandate to drive a massive cultural mindset shift. Instead of viewing development purely through the lens of Westernization, the state is routing “Viksit Bharat” through a deep sense of indigenous identity, civilizational grounding, and national pride.
(The author is Professor of English Central University of Jammu)
Follow our WhatsApp channel
