A balanced approach to teaching in the mother tongue

The Hindu

17 hours ago

Language plays a crucial role in human learning. The most obvious choice is an individual's native language, often referred to in linguistic studies as the first language. This was once central to the Indian tradition where students received their education in gurukuls.
In the emerging global landscape, preferences have shifted. English has become the preferred language to secure employment in nearly every field. It serves as the language of science and technology, as well as legal and banking systems, international (and even national) communication, higher education, travel, and media entertainment. It is essential to convey our culture and traditions to others. Thus, it has established itself as the language of individual opportunity.
Most parents, given the resources available, prefer to educate their children in English-medium schools. This has led to the emergence of a number of English-medium schools, even in rural areas across the country, although their effectiveness remains questionable. The pressure to provide education in English has compelled most states in India to offer English-medium education in all schools within their jurisdictions.
Challenges in implementation
However, a new challenge has emerged with the CBSE directive to educate all children at the primary level in their mother tongue. This aligns with the vision of the National Education Policy (NEP) 2020 and the National Curriculum Framework 2023, which provide comprehensive guidelines for school education in India. Although the concept is highly appealing, significant challenges remain in implementing the shift from English to the mother tongue or a familiar regional language.
Regarding the mother tongue, the 2001 Census of India identified 122 languages spoken by over 10,000 individuals, of which 22 have been granted constitutional status through their inclusion in Schedule VIII of the Constitution. The Constitution recognises Hindi as the official language for communication between the Union and the States, while English is designated as an 'associate' official language in states that have not adopted Hindi as their official language. It mandates that the State provide primary education in the mother tongue, and students are expected to learn three languages in accordance with the graded 'three-language formula' policy, recommended by the National Commission on Education from 1964 to 1966, which was integrated into the National Education Policies of 1968 and 1986.
As a language educator and assessor, I have found that most teachers employed to teach English at the primary or even middle-school level are not trained English language teachers. Instead, English is taught by Social Science teachers, many of whom possess questionable English language skills themselves. Consequently, students rarely acquire any communicative English language skills. However, parents often harbour a false sense of security, which stems from sending their children to English-medium schools.
Currently, many education departments and the State Council of Educational Research and Training (SCERTs) are preparing to offer elementary education in the mother tongue. Identifying the mother tongue poses a significant challenge, particularly in cities where many residents come from diverse linguistic backgrounds. In such situations, even after conducting a census of the mother tongues that children identify with, will there be sufficient teachers who can teach all subjects in the mother tongue? These issues have contributed to the failure of the three-language formula.
Positive feelings cannot become reality without meticulous planning and practical action. Periodically, we implement significant changes to the National Education Policy, disadvantaging numerous students who are at crucial stages of their schooling, only to realise later that the mission has not succeeded. Education must be grounded in reality; it is a nation-building endeavour with the potential to elevate us. But this is achievable only when we distance ourselves from political sloganeering and concentrate on actual needs.
The mother tongue is important, as is the English language. No language should be taught at the expense of another. Our mother tongue imparts our cultural values and shapes our worldview. It is easy to grasp the subject matter and concepts, as well as to learn foundational skills in our first language, provided that suitable learning materials are available. A global language like English serves as a window to the world, offering better access to lesson-related resources on the Internet and beyond. A balanced bilingual approach would yield benefits if we recognise the potential of both languages and impart the necessary linguistic skills accordingly, based on circumstances and available resources.
The writer is Anil Sarwal, a retired Associate Professor of English.