Language of Learning

The Centre’s push for a three-language policy under the National Education Policy (NEP) has reignited the national debate on the medium of instruction, raising concerns over constitutional rights, educational outcomes, and social equity in multilingual India

The Legal and Constitutional Dimensions

• Supreme Court’s Verdict on Medium of Instruction: The Supreme Court in 2014 struck down Karnataka’s 1994 government order mandating Kannada as the compulsory medium of instruction up to Class 4, citing that such mandates violate constitutional freedoms of expression and choice in education.
• Freedom of Educational Institutions: Private unaided and aided institutions retain the right to choose the medium of instruction based on market demand and parental preferences, reinforcing the autonomy granted under Article 19(1)(g) of the Constitution.
• Constitutional Tension in Language Policy: The three-language policy promoted by the Union government under NEP intersects with federal and linguistic rights of States, making any national-level imposition on language sensitive and legally contestable.

Educational and Pedagogical Perspectives

• Pedagogical Support for Mother Tongue Instruction: Research in child development and education supports early instruction in a child's first language for better comprehension, cognitive development, and foundational literacy.
• Ambiguity in Identifying Mother Tongue: In India’s multilingual environment, determining a definitive ‘mother tongue’ is complex, especially in urban and migrant communities, thereby complicating language-based instruction mandates.
• Limitations of Monolingual Policy: Singular emphasis on vernacular languages without parallel English instruction risks excluding students from the national and global economy, especially in technical and higher education spheres.

Equity, Mobility, and Ground Realities

• English as a Vehicle for Social Mobility: English education continues to be perceived by marginalized and subaltern caste groups as a tool for empowerment, dignity, and economic upliftment in a stratified society.
• Risk of Deepening Inequality: If government schools fail to offer English medium education, only affluent students can access private English schools, thus exacerbating socio-economic and educational inequalities.
• Balancing Aspirations and Identity: States like Kerala, Tamil Nadu, and Andhra Pradesh are attempting a dual-language approach—promoting both regional languages and English medium education to meet cultural and aspirational needs simultaneously.

Practice Question:

"Medium of instruction in Indian schools remains a contentious issue straddling pedagogical effectiveness, constitutional freedom, and social equity." Critically analyse the implications of mandating mother tongue education in the context of India’s linguistic diversity and aspirations for English-based upward mobility.    (250 words)