Context:

Tamil Nadu's opposition to the three-language formula has caused friction with the Centre. The state has adhered to a two-language policy for decades and remains firm in its stance.

The three-language policy has had a mixed record in implementation across India.

The Language Debate in India:

• Historical perspective:
  • Post-Independence, language policies have remained controversial.
  • Language has been perceived as a medium of instruction rather than a cognitive tool.
  • Colonial influence shaped the education system’s focus on instruction rather than exploration.
• Constituent assembly and language policy:
  • The issue of a national language was debated extensively during Constitution drafting.
  • Hindi’s adoption as an official language was fraught with complexities due to its multiple varieties.
  • English retained prominence, despite expectations of its gradual decline. 

Evolution of the Three-Language Formula:

• The three-language formula:
  • It is a language learning policy introduced in the 1968 National Policy on Education.
  • It mandated that students across India learn three languages: their regional language (mother tongue), Hindi, and English.
  • Hindi-speaking states must study a modern Indian language (preferably from the south) instead of Hindi as their third language.
• NEP 2020 and the three-language formula:
  • The National Education Policy (NEP) 2020 has retained the three-language formula albeit with a key difference that it doesn't impose any language on any State.
  • It specifies that the languages to be learnt will be the choice of States, regions and the students, so long as at least two of the three languages are native to India.
• Implementation challenges across India:
  • In the Hindi-speaking states, the third language rarely includes contemporary languages from other Indian states.
  • Private schools in northern states do not prioritize regional languages like Tamil or Punjabi.
  • Political concerns over language education have remained divisive and often counterproductive.
• Role played by the CABE:
  • The Central Advisory Board of Education (CABE), a remarkable forum that had served India since the 1920s, has played a crucial role in shaping language policies.
  • CABE helped navigate federal governance challenges in education but has been inactive in recent years.

The Real Issue - Language Standards in Education:

• Declining teaching standards:
  • Science and mathematics have been dominated by coaching institutions, while language teaching remains neglected.
  • English is now compulsory in many government schools, but proficiency remains low.
  • Teachers' limited command over English affects learning outcomes, as seen in Andhra Pradesh’s transition to English-medium education.
• Impact on regional languages and reading habits:
  • Not just English, the standards of teaching in Hindi are no better.
  • Hindi and other regional languages are being treated as cultural artifacts rather than active learning tools.
  • The decline in reading habits signifies deeper issues in language education.
  • Schools fail to cultivate habitual readers, undermining long-term language proficiency.

Conclusion:

The debate over language education in India remains unresolved. Tamil Nadu’s steadfast opposition to the three-language formula reflects deeper concerns over linguistic identity and federal policies.

Improving language teaching standards is crucial for meaningful educational reform rather than focusing solely on policy formulas.