Language Policy and Education in India

Tamil Nadu's steadfast adherence to a two-language policy has led to tensions with the central government, which advocates for a three-language formula. This formula, although not new, has a mixed record of implementation across various states.

Challenges with the Three-Language Formula

• The formula is not effectively implemented in the Hindi-speaking northern states, where languages from other Indian states are rarely taught.
• The historical perception of language as merely a medium of instruction rather than a tool for thought and self-expression persists.
• Education in colonial times focused on instruction, neglecting the concept that children learn best when relaxed.

Despite educational reforms in Europe post-mid-20th century, India has lagged in recognizing the importance of language in educational reform.

Historical Context of Language in Education

• Language has been a pivotal point of contention in educational policy, particularly concerning national integration.
• The Constituent Assembly debated the designation of a national language and the official language of the Union government.
• Hindi, with its multiple dialects, was a contentious choice for a national language.
• The dominance of English-medium private schools influenced debates on national integration and pedagogical appropriateness.

The Role of the Central Advisory Board of Education (CABE)

• The CABE, since the 1920s, played a crucial role in resolving federal educational governance issues until its recent disuse.
• CABE provided non-mandatory yet insightful solutions to educational challenges, reflecting a deep understanding of viable and unviable strategies.

Current Issues with Language Standards in Education

• The quality of language teaching, particularly in English, remains low despite its compulsory status in many states from the early grades.
• English instruction quality is hindered by teachers' limited proficiency, an issue even in states like Andhra Pradesh that have adopted English as the medium of instruction.
• Low-budget private schools claim to offer English-medium education, attracting poorer parents despite questionable teaching standards.
• Hindi and other Indian languages suffer from being treated as cultural artifacts rather than as educational tools.

Consequently, the long-term benefits of language learning are diminishing, evidenced by a decline in reading habits among students. Despite early education efforts, schools are failing to cultivate habitual readers.

The text highlights the complex history and ongoing challenges of language education in India, emphasizing the need for reforms that prioritize language as a means for learning and expression.