Extract of pages 79 to 87 of draft National Education Policy 2019
The issues regarding language are most fundamental to
education.
Language is a medium of expression of the individual, society and its
collective continuity in culture, in addition to being a tool for
communication. Language has a direct bearing as the mediator in all
cognitive and
social capacities, including in knowledge acquisition and production.
The
science of child development and language acquisition suggests that
young
children become literate in (as a language) and learn best through (as a
medium of instruction) their “local language” i.e. the language spoken
at
home.Children
between the ages of 2 and 8 also have an extremely flexible capacity to
learn multiple languages, which is a crucial social
capacity that must be harnessed, in addition to the well-established
cognitive
benefits of multilingualism.
Since children learn languages most quickly
between 2-8 years, and multilingualism has great cognitive benefits for
students, children will be immersed in three languages early on, from the
Foundational Stage.
|
Education in the home language/mother tongue
It is well-understood that young children learn and grasp
nontrivial concepts most quickly in their home language/mother tongue. The Policy
further recognises the large numbers of students going to school to
classes that are being conducted in a language that they do not understand, causing
them to fall behind before they even start learning. Thus there is a
strong need for classes in early years to be conducted in students’ local
languages. On the other hand, textbooks (especially science textbooks) written in India’s
vernaculars at the current time are generally not nearly of the same quality as
those written in English. It is important that local languages, including tribal
languages, are respected and that excellent textbooks are developed in local
languages, when possible, and outstanding teachers are deployed to teach in these
languages.
P4.5.1. Home
language/mother tongue as medium of instruction: When possible,the medium of instruction - at least until Grade 5 but preferably
till at least Grade 8 - will be the home language/mother tongue/local language.
Thereafter, the home/local language shall continue to be taught as a language
wherever possible. High quality textbooks, including in science, will be
made available in home languages as is needed and feasible, e.g. via the Indian
Translation and Interpretation Mission (see P4.8.4) or its State counterparts.
In cases where such textbook material is not available, the language of
transaction between teachers and students will still remain the home language when
possible, even if textbooks are, e.g. in the State/regional language.
The school education system will make its best effort to use the
regionally preponderant home language as the medium of instruction. However,
the system should also make full efforts to establish an adequate
number of schools having medium of instruction catering to significant linguistic
minorities in that region.
P4.5.2. Bilingual
approach for those whose language is different from the primary
medium of instruction: The curriculum will encourage a flexible language approach in the classroom. Teachers will be encouraged to use a
bilingual approach, including bilingual teaching-learning materials, with
those students whose home language may be different from the medium of
instruction to ensure
smoother transition from the home language to the medium of instruction.
P4.5.3. Exposure to three or more languages in schools: To leverage the enhanced
language-learning abilities of young children, all students from
pre-school and Grade 1 onwards will be exposed to three or more languages
with the aim of developing speaking proficiency and interaction, and the
ability to recognise scripts and read basic text, in all three languages by
Grade 3. In terms of writing, students will begin writing primarily in the
medium of instruction until Grade 3, after which writing with additional
scripts will also be introduced gradually.
P4.5.4. Standardising
sign language: Indian Sign Language (ISL)
will be standardised
across the country, and National and State curriculum materials
developed, for use by students with hearing impairment. Local sign languages
will be respected and taught as well where possible and relevant.
Multilingualism and the power of language
Multilinguism is a necessity of India (as of much of the developed
world), and must be considered a boon and an opportunity for learning and
expanding one’s horizons rather than a burden. Children learn languages
extremely quickly when immersed early, and multilingual children in studies
around the world have also been found to learn faster and be placed
better later in life than those who are unilingual. It enriches them intellectually and
culturally, and allows them, throughout their lives, to think in more than one
way, by being equipped with the structures of expression, vocabulary,
idioms, and literature of more than one language. A multilingual India is
better educated and also better nationally integrated. Moreover, India’s languages
are some of the richest, most scientific, and most expressive in the world,
with a huge body of ancient as well as modern literature that help form
India’s national identity.
Despite the rich, expressive and scientific nature of Indian
languages, there has been an unfortunate trend in schools and society towards
English as a medium of instruction and as a medium of conversation. Logically
speaking, of course, English has no advantage over other languages in
expressing thoughts; on the contrary, Indian languages have been specifically
developed over centuries and generations to express thoughts in the Indian
scenario, climate, and culture. Moreover, Indian languages are very
scientifically structured, and do not have unphonetic, complicated spellings of
words and numerous grammatical exceptions; they also have a vast and
highly sophisticated ancient, medieval, and modern literature in the
Indian context; as a consequence, they have a certain home-feel and “apnaapan”
quality in the Indian context, making them easier, more relatable, and more
relevant for children and adults alike to learn and speak, and with which
to learn and express deep concepts across school subjects.
What then is the reason that English is being pursued by so many
in India as a medium of instruction and of conversation, when most
other technologically advanced countries of the world have naturally
kept their own native languages for these purposes? The answer, of course, is
that, since Independence, the economic elite of India have adopted English as
their language; only about 15% of the country speaks English, and this
population almost entirely coincides with the economic elite (compared with,
e.g. 54% of Indians who speak Hindi). Furthermore, the elite often use English
(whether deliberately or inadvertently) as a test for entry into the elite
class and for the jobs that they control: English is regularly used by the elite as
a criterion to determine whether someone is “educated”, and perhaps most
unfortunately of all, as a prerequisite for jobs - even in cases of jobs where
knowledge of English is entirely irrelevant. This sad scenario and attitude
(again, it may well
be inadvertent) has resulted in the marginalisation of large
sections of society based on language, keeping them out of higher-paying jobs and the
higher socio-economic strata.
This attitude has kept the elite class and the jobs they control
segregated from the economically weaker sections of society, which of course
contain many hardworking, smart, high quality, highly skilled, and educated
people who happen not to speak the language of the colonists and current
elite. It has created an unnatural aspiration of parents for their children to
concentrate on learning and speaking languages that are not their own.
For true equity and inclusion in society, and in the education and
employment systems across the country, this power structure of language must
be stopped at the earliest. A major effort in this direction must be taken by
the elite and the educated to make increased use of languages native to India,
and give these languages the space and respect that they deserve
(particularly in hiring, societal events, and in schools and all educational institutions,
as well as in daily conversation wherever possible). An importance and
prominence must be returned to Indian languages that has been lost in recent
years. Language teaching jobs must be created in schools and universities across
the country to help connect together Indians from differing geographical areas as
well as from
differing socio-economic strata.
In particular, taking into account the enhanced abilities of young
children to learn languages, and to help break the current divide between the
economic elite and the rest of the country, in addition to teaching
languages native to India, English must also be available and taught in a high quality
manner at all government and non-government schools. The emphasis should be
on functionality and fluency. Meanwhile the medium of instruction, and
the depth of study of literature, arts, and culture in the Indian
context should be conducted and explored to the extent possible through the local
language/
mother tongue and other Indian languages.
We further observe that English has not become the international
language that it was expected to become back in the 1960s. As already noted,
most advanced countries use their own native languages as the languages of
interaction and transaction, and it is suggested that India works towards the
same, or its rich language and cultural heritage, along with the rich power of
expression, may slowly be lost. It is also strongly recommended that interactions
between people within India be conducted in languages native to India; thus
Indian languages must
be heavily promoted again and with new vigour (see Chapter 22).
Of
course, English has become an international common language in certain realms
such as science and technology research, e.g. most high level scientific journals
around the world at the current time publish predominantly in English.
For this reason, it is also important for children (especially those who
intend to pursue scientific subjects at a postgraduate level) to become bilingual
in science and to be able to communicate science fluently both in their
home/local language and in English. This is in concurrence with the practice
in all technologically advanced countries.
P4.5.5. Continuation
of the three language formula in schools: The
three language formula,
followed since the adoption of the National Policy on Education 1968,
and endorsed in the National Policy on Education 1986/1992 as well as
the NCF 2005, will be continued, keeping in mind the Constitutional provisions
and aspirations of the people, regions, and the Union. However,
because research now clearly shows that children pick up languages
extremely quickly between the ages of 2 and 8, and moreover that multilingualism
has great cognitive benefits to students, children will now be
immersed in three languages early on, starting from the Foundational Stage
onwards.
P4.5.6. Implementation
of the three-language formula: The
three-language formula
will need to be implemented in its spirit throughout the country, promoting
multilingual communicative abilities for a multilingual country. However,
it must be better implemented in certain States, particularly Hindi speaking States;
for purposes of national integration, schools in Hindi speaking areas
should also offer and teach Indian languages from other parts
of India. This would help raise the status of all Indian languages, the teachers
of such languages, and the literature of such languages, and would open
positions and increase opportunities for language teachers across the country;
it would of course also truly expand horizons and enlarge the range of
opportunities for graduating students.
There
will be a major effort from both the Central and State governments to invest
in large numbers of language teachers in all regional languages around the
country, and in particular all Schedule 8 languages. States, especially States
from different regions of India, may enter bilateral agreements to hire
teachers in large numbers from each other, in order to satisfy the three-language
formula in their respective States, and also to encourage the study
of Indian languages across the country.
P4.5.7. Recruitment
of teachers for language teaching: In
localities where there is
a shortage of teachers who speak a given language, special efforts will be made,
and special schemes rolled out, to recruit teachers (including retired teachers)
to that locality who speak that language. There will be a major nationwide
effort and initiative for the development of teachers of Indian languages.
P4.5.8. Learning
science bilingually: Students whose medium of
instruction is the local/home language will begin to learn science bilingually in Grade
8 or earlier, so that by the end of Grade 10 they can speak about science both
in their home language and English.
This will enable students to think about scientific concepts in
more than one way, and enable future scientists to talk about their work and
about science to their families and to local news channels, write about their work
for regional newspapers, and speak to children about their work in their home
States and towns to help inspire the next generation.
Being science-bilingual in this way is indeed a boon; most Nobel
Prize winners in science indeed report being able to think and speak about
science in more than one language. In the current Indian system, many
scientists have complained about their inability to think and speak about their
subject in their mother tongue, and how this has hindered both their own thinking
and their outreach capabilities in their communities.
P4.5.9. Flexibility
in the three-language formula: In keeping with the principle of flexibility, students who wish to change one or more of the three
languages they are studying may do so in Grade 6 or Grade 7, so long as they
are able to still demonstrate proficiency in three languages (one language at
the literature level) in their modular Board Examinations some time during secondary
school (see P4.9.5). Since the modular Board Examinations for language
proficiency will indeed test only for basic proficiency in each language, such
a change in language choice in Grade 6 would certainly be feasible if the
student so desires and would in such cases be supported by teachers and the schooling
system. Additional choices of languages would therefore be offered in
middle school
for this purpose of choice and flexibility.
P4.5.10. Foreign
language offerings in secondary school: A choice of foreign language(s) (e.g. French, German, Spanish, Chinese, Japanese)
would be offered and available to interested students to choose as elective(s)
during secondary school. Such an elective would indeed be an elective and not in
lieu of the three-language formula. Because of the need for excellent
translators in the country, one aspect of teaching foreign languages will include
translation exercises between Indian and foreign languages.
P4.5.11. Approach
to language learning and teaching: During the Foundational stage of education (pre-primary school to Grade 2), languages will be
taught in a fun and interactive style with an emphasis on functionality and
interaction (Samskrita Bharati and Alliance Francaise, which are organisations
in India that teach Sanskrit and French, respectively, may serve as
excellent models for such language teaching, and which may be adapted to other
languages if desired). Language teaching would consist primarily of
conversation (with a knowledge of alphabets and reading basic words) in the Foundational
stage. It would move on to more sophisticated reading and basic writing
abilities in each language’s script in the Preparatory stage. Writing will be
incorporated more extensively during the middle stage. Language teaching at all
stages will include extensive speaking exercises (especially in the
home/local language in the beginning) to increase students’ power of
expression in each language.
In addition, the home/local language and/or second language will
be enhanced with the reading of and analysis of uplifting literature
from the Indian subcontinent, ancient to modern, and by authors from all
walks of life (see also P4.5.12-P4.5.16.); these languages will also be enhanced through other arts, such as by playing and discussing music or film
excerpts, or engaging in theatre in these languages. The incorporation of
literature and other arts relating to language will be incorporated at all
stages as appropriate, but particularly in depth during the secondary stage.
When teaching the State language and its literature, other forms
of the language and other languages predominant in the region or
variations thereof may also receive suitable attention for inclusivity, interest, enjoyment,
and enrichment (e.g. excerpts from the rich traditions of Khariboli,
Awadhi, Maithili, Braj, and Urdu literature may be included in Hindi
courses for inclusivity and enrichment).
Exposure to Languages of India: Modern and
Classical
As so many developed countries around the world have amply
demonstrated, being well educated in one’s language, culture, and traditions is
not a detriment but indeed a huge benefit to educational, social, and
technological advancement. For this reason, it is strongly recommended that
India’s languages, art, and culture be given a prominence again that has
been lost in recent years. These cultural resources of one’s country help make
the people human beings equipped with cultural values, identity, and
expression, which is necessary to work efficiently, creatively, and with happiness.
India’s languages are among the richest, most scientific, most
beautiful, and most expressive in the world, with a huge body of ancient as well
as modern literature (both prose and poetry), along with films, and music
that help form India’s national identity and wealth. For purposes of cultural
enrichment as well as national integration, all young Indians should be aware of
the rich and vast array of languages of their country, and the treasures
that they and their literatures contain.
P4.5.12. Course
on the Languages of India: Every
student in the country will take a fun course on “The Languages of
India” sometime in Grades 6-8.
In this course, students will learn about the remarkable unity of most
of
the major Indian languages, starting with their common phonetic and
scientifically arranged alphabets and scripts, their common grammatical
structures, their origins and sources of vocabularies from Sanskrit and
other
classical languages, as well as their rich inter-influences and
differences.
They will also learn what geographical areas speak which languages, get a
sense of the nature and structure of tribal languages. They will learn
to
say a few lines in every major language of India (greetings and other
useful or
fun phrases), and a bit about the literature (e.g. simple poetry or
major
uplifting works from a representative and diverse set of authors) of
each. Such a class
would give them both a sense of the unity and the beautiful cultural
heritage
and diversity of India, and would be a wonderful icebreaker their entire lives
as they meet people from other parts of India.
NCERT, together with SCERTs and language experts from across the
country, will be tasked with designing this important course.
Incorporation of relevant excerpts from great works
of Indian literature throughout the curriculum: Excerpts from works of great Indian authors, classical and modern, in all Indian languages, suitably translated
into the medium of instruction, will be incorporated as relevant throughout
the curriculum across all subjects in order to expose students to
great inspirational writings of India (e.g. suitable excerpts from works of Shri
Rabindranath Tagore may be incorporated in classes on philosophy, writing, ethics, or
history, etc.). See also P4.5.14-P4.5.15.
P4.5.13. Classical
languages and literatures of India. The importance, relevance, and beauty of the classical languages and literature of India cannot
be overlooked. Sanskrit, while also an important modern (Schedule 8) language,
possesses a classical literature that is greater in volume than that of Latin
and Greek put together, containing vast treasures of mathematics, philosophy,
grammar, music, politics, medicine, architecture, metallurgy, drama,
poetry, storytelling and more, written by people of various religions as well as
non-religious people, and by people from all walks of life and a wide range of
socio-economic backgrounds over thousands of years.
India also has an extremely rich literature in other classical
languages, including classical Tamil, as well as classical Telugu, Kannada, Malayalam,
and Odia, in addition to Pali, Persian, and Prakrit; these classical
languages and their literatures too must be preserved for their richness and for the
pleasure and enrichment of posterity. When India becomes a fully developed
country, the next generation will want to be able to partake in and be enriched
as humans by India’s extensive and beautiful classical literature which
contain great intellectual and cultural treasures.
P4.5.14. Study
of Sanskrit and knowledge of its extensive literature: Sanskrit has been
a great repository of knowledge pertaining to numerous
subjects
including science, mathematics, medicine, law, economics, politics,
music, linguistics, drama, storytelling, architecture, and more, by
authors from all walks of life. Sanskrit (and Prakrit) has played a
great role in
the Indian tradition of the quest for knowledge, including the study of the 64 kalas or
liberal arts.
Considering the special importance of Sanskrit to the growth and
development of Indian languages, and its unique contribution to knowledge
development in as well as the cultural unity of the country, facilities for the
study of Sanskrit, its scientific nature, and including samplings of diverse ancient
and medieval writings in Sanskrit from a diverse set of authors (e.g. the plays
of Kalidasa and Bhasa), will be made widely available in schools and higher
educational institutions.
Where relevant, history-changing Sanskrit writings will be
integrated suitably in various school subjects as well as in literature and writing
classes (e.g. Bhaskara’s poems on mathematics and puzzles that help to make the
study of mathematics more engaging, the incorporation of relevant
Panchatantra stories in ethics classes, etc.).
Sanskrit will be offered at all levels of school and higher
education as one of the optional languages on par with all Schedule 8 languages.
Sanskrit textbooks at the Foundational and Middle school level may be
rewritten in Simple Standard Sanskrit (SSS) in order to teach Sanskrit through
Sanskrit (STS)
and make its study truly enjoyable.
P4.5.15. Make
available courses on all classical languages of India: In addition to Sanskrit, the teaching of other classical languages and
literatures of India, including Tamil, Telugu, Kannada, Malayalam, Odia, Pali,
Persian, and Prakrit, will also be widely available in schools, to ensure
that these languages and literatures stay alive and vibrant, especially in
States where they may be best taught and nurtured. Classical writings in these
and other languages across India from diverse sets of authors will also be
studied and suitably incorporated throughout the curriculum and in literature
and writing classes to inspire students with the rich long-standing
traditions and writings of India (e.g. Sangam poetry in classical Tamil, the
Jataka tales in Pali, the works of Sarala Dasa in classical Odia, excepts from
Raghavanka’s epic Harishchandra Kavya in Kannada, Amir Khusro’s works in
Persian, and Kabir’s poems in Hindi, etc.).
P4.5.16. A
two-year relevant course on a classical language: For the enrichment of our children, and for the preservation of these rich languages
and their artistic treasures, all students in all schools, public or
private, will take at least two years of a classical language of India in Grades 6-8,
with the option to continue through secondary education and university. In order
to make such courses in classical languages more enjoyable and relevant,
relevant great works of literature that are easy to read, enjoyable, and
relatable, and written by authors from diverse sections of society, will be read,
and their connection to the phonetics and etymology of, and their influence
on, modern languages will be discussed.
Students who may have opted for Sanskrit as one of their chosen
languages in the three-language formula may instead take an additional
modern or classical Indian language or literature class for two years in
lieu of the classical language requirement. For example, students in
Hindi-speaking States who are taking Hindi, Sanskrit, and English as their three
languages could take two years of a language from another part of India
(e.g. Tamil) in order to satisfy this language requirement.
