Language Policies in Education: Balancing Regional and Mother Tongue Instruction in Mumbai

The new education policy of India, NEP 2020, emphasizes the importance of using mother tongue or regional languages as the medium of instruction, particularly in the early years of education up to Class 5. This policy has sparked discussions, especially in regions like Maharashtra, where the primary language of instruction may change from Hindi to Marathi. Many parents express concerns about potential language imposition, while others argue that it is simply a matter of choice. Let’s delve deeper into these issues and explore the implications.

NEP 2020 and the Importance of Regional Languages

The New Education Policy (NEP) 2020 in India mandates that schools should use the mother tongue or the regional language as the medium of instruction in the initial years of education. This approach is believed to enhance understanding and learning for children. In Maharashtra, this policy has led to discussions about making Marathi the primary language of instruction in primary schools.

The policy emphasizes that children learn and comprehend complex concepts more quickly in their home language, which is typically their mother tongue. For this reason, the medium of instruction should ideally be the home language, regionally language, or local language. The policy document states that wherever possible, the medium of practice in the early years, and ideally until Grade 8 and beyond, should be the home language, mother tongue, or regional language.

Widely Discrepant Opinions

While the policy aims to promote linguistic diversity and ensure that children are educated in a language they are comfortable with, it has also provoked mixed reactions and concerns. Some parents, especially those with Hindi as their mother tongue, feel that forcing their children to learn Marathi as the primary language of instruction is a form of language imposition, which they perceive as an unwanted intrusion.

The argument from the other side is more simplistic. Some state that it is a matter of adaptation. They argue that if one has chosen to live in a state like Maharashtra, one should adapt to the local language, which is Marathi. However, this argument overlooks the systemic challenges many parents and children face in transitioning to a new language, particularly at a young age.

Moreover, the policy also highlights the issue of Hindi imposition in some regions. The state board schools in Maharashtra make Hindi a compulsory subject from 5th to 7th grade, and it is optional from 8th to 10th grade. This has led to a backlash among those who believe that non-Hindi speaking families are facing undue pressure to learn Hindi.

Impact on Cognitive Development and Education

Research supports the hypothesis that using the child's mother tongue or a familiar regional language as the medium of instruction can significantly enhance learning outcomes. Children tend to grasp complex concepts more quickly and retain information better when taught in their native language. This not only improves their academic performance but also boosts their cognitive development.

However, the practical implementation of this policy can vary, and it is influenced by local education authorities and the diverse linguistic backgrounds of students. The policy aims to balance the promotion of regional languages with the recognition of students' diverse linguistic backgrounds. Ultimately, the specifics of implementation can depend on local education authorities, and parents are encouraged to engage in discussions with schools about the medium of instruction and its implications for their children's education.

Addressing Concerns and Calls for Change

Many argue that the current system of language imposition is unfair. For example, the hashtag StopHindiImposition has gained traction, especially among non-Hindi speaking communities, highlighting their concerns about Hindi compulsion in state board schools. This movement has galvanized the south Indian communities, who are also facing similar challenges, to stand united against these practices.

To address these concerns, more transparent discussions are needed, involving both parents and local education authorities. It is crucial to strike a balance between promoting regional languages and accommodating the diverse linguistic needs of students. By fostering an environment of understanding and dialogue, it is possible to implement language policies that benefit all stakeholders.

In conclusion, while the NEP 2020 aims to enhance education through the use of regional languages and mother tongues, the implementation must consider the diverse linguistic backgrounds of students and the practical challenges they face. By fostering a collaborative approach, policymakers, educators, and parents can work together to ensure that the education system is inclusive and beneficial for all students.