NEP 2020: Revolutionizing Language Learning in India

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Formed after five years of consultations, NEP, 2020 which replaces the previous education policy of 1986 has stated that wherever possible, the medium of instruction, for students in both public and private schools, until at least Grade 5, but preferably till Grade 8 and beyond, will be in the home language or the mother tongue or the local language or the regional language.

Thereafter, the home or local language shall continue to be taught as a language wherever possible. The three-language formula will still be used, but it will be done so while promoting both national unity and multilingualism.

This system will have more freedom, according to NEP, and no state will be forced to use a certain language. So long as at least two of the three languages are indigenous to India, states, or regions, and of course, the students themselves will choose the three languages that will be taught to them.




Embracing Linguistic Diversity: India's Language Education Reform

The Three Language Formula states that every student in India should learn three languages: two of which should be native Indian languages, including one regional language, and the third should be English. The formula is applicable to both government and private schools, and the medium of instruction can be any of the three languages.

The primary aim of the Three Language Formula is to promote multilingualism in India and enable students to communicate effectively across the country. It also aims to strengthen national integration by exposing students to different cultures and languages and fostering respect for linguistic diversity.



The current three-language formula proposed by NEP 2020 has considerably departed from the previously enunciated policy in 1968 which emphasised study of Hindi, English and a modern Indian language (preferably one of the southern languages) in Hindi-speaking States and Hindi, English and a regional language in non-Hindi speaking States. In contrast, the NEP 2020 states that it provides greater flexibility in the three-language formula, and that no language will be imposed on any State.

But it does encourage some languages. The policy document dedicates an entire section to lauding Sanskrit and pushes for its inclusion as an option in the three-language formula. The policy document also goes on to say that classical languages, including classical Tamil, Telugu, Kannada, Malayalam, Odia and additionally Pali, Persian, and Prakrit should be available as options.

NEP 2020 states that foreign languages, such as Korean, Japanese, Thai, French, German, Spanish, Portuguese, and Russian, will also be offered at the secondary level. According to a plan formulated by the Central Board of Secondary Education (CBSE), students are to learn two Indian languages till Class 10, and in Class 11 and 12 they have an option to choose to learn one Indian language and one foreign language.

Issues Related to the Three Language Formula:

  • Even though the Three Language Formula allows for the teaching of the mother tongue languages, the emphasis is lost because of inconsistent implementation.

  • While defending the political rights of major ethnic groups, this approach falls short of preventing the extinction of various mother tongues.

  • States like Tripura, Tamil Nadu, and Puducherry were not prepared to teach Hindi, while states that speak Hindi did not include any South Indian languages in their curriculum.

  • State governments frequently lack the funding necessary to put the three-language formula into place.

  • The most significant component of the difficulty is the lack of resources. Investing in so many language teachers in such a short period of time will be very challenging for state governments with limited resources. 

        The Need for Three Language Formula:

The report of the committee notes that a child's cognitive growth includes acquiring languages, which is significant. Promoting multilingualism and international concord is the main goal.

It further helps with:

  • Bridging the linguistic gap and enabling effective communication across the country.

  • Providing career opportunities and a competitive edge in the job market through proficiency in English.

  • Fostering respect for linguistic and cultural diversity.

  • Promoting the use and learning of regional languages can help preserve them for future generations.

  • Enhancing cognitive development through learning multiple languages






What is Tamil Nadu's opposition?

The state has historically opposed the three-language formula. In 1937, the then Madras government, headed by C Rajagopalachari, introduced compulsory Hindi in schools. This move sparked widespread protests by the Justice Party and Dravidian leaders like Periyar. The policy was revoked in 1940, but anti-Hindi sentiments persisted.

When the three-language formula was introduced in 1968, Tamil Nadu opposed it, seeing it as an attempt to impose Hindi. Under Chief Minister C N Annadurai, the state adopted a two-language policy, teaching only Tamil and English. Tamil Nadu remains the only state that has never implemented the three-language formula, choosing English over Indian languages, including Hindi and other regional languages.

Any mention of three languages in schools for Tamil Nadu is synonymous with "Hindi imposition". The state government also sees the funds attached to the PM SHRI scheme for model schools as the Centre riding roughshod over the state on the language issue. Despite NEP 2020 stressing on local languages in the three-language formula, Tamil Nadu remains suspicious. Though NEP 2020 doesn't impose Hindi, Tamil Nadu argues it facilitates its "backdoor entry" and more so by linking education funds to it.


Conclusion

By advocating for multilingualism, the Three language formula stands as a pedagogical gift- one that aspires to bridge the gaps between home, classroom and the world. For this transformative vision to become reality, its implementation must go beyond mere policy documentation. This begins with ensuring an ecosystem of trained multilingual teachers, developing regionally relevant teaching materials, making significant investment in digital resources and regional textbook translations.

Equally important is the need to engage parents and communities to build trust in the mother-tongue based education in India, a country rich in linguistic heritage, whereas the classrooms often tell the different story focusing on one or two languages primarily Hindi and English, which some States perceive as language imposition. 

The language policy should not be reduced to a bureaucratic checkbox, but it must be treated as a dynamic bridge-connecting a child's mother tongue with modern language, local identities with National unity and India's ancient linguistic legacy with global opportunities. If implemented with unity, equity, excellence and resources this policy can truly revolutionize language learning and help India speak with many tongues but one voice.


References

https://www.thehindu.com/news/national/what-does-nep-2020-state-about-languages-explained/article69310722.ece#goog_rewarded

https://www.iitms.co.in/blog/three-language-formula-in-nep-2020.html

https://economictimes.indiatimes.com/news/india/explained-what-is-three-language-formula-at-centre-of-row-between-centre-tamil-nadu/articleshow/118926934.cms?from=mdr

https://www.indiatoday.in/india/story/does-three-language-formula-in-new-education-policy-actually-impose-hindi-2693131-2025-03-13


Blog by Gourav Pradhan and Nidhi Attri, M.Com Students.

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