Reviewing the challenges and implications of India’s three-language policy implementation on the ground.

While a political war over words over the three-language formula is being fought, it may be time to review how the three-language policy is being implemented on the ground. Learning the third language has posed significant logistical challenges. Further, Hindi-speaking states have been lukewarm towards the three-language policy, with most choosing Sanskrit rather than any regional language. For example, in Uttar Pradesh, Bihar, and Rajasthan, the first language is English, the second is Hindi, and Sanskrit is the third language.

In contrast, Madhya Pradesh continues to follow a two-language policy, with English as the first language and Hindi as the second. In Jharkhand, the third language is primarily Sanskrit, though some schools also offer regional languages such as Santhali. Similarly, in Chhattisgarh, Sanskrit is predominantly offered alongside a regional language such as Gondi.

Challenges faced by parents and students

The day-to-day challenges that parents and children face due to the three-language policy are varied and significant.

Ms. Sanchita, a parent from Haryana, recounts her difficulties in finding a CBSE school in Uttar Pradesh that offered Spanish as a third language, similar to what her son had studied in his previous school. “When moving, these decisions take a toll on you. Some schools only offered Sanskrit and German, while others provided Sanskrit and French as options,” she says.

Her son’s transition to a new school in the eighth standard complicated the situation further. However, she acknowledges that the new school follows the National Curriculum Framework and starts teaching the third language only after class 5, providing a structured approach to language acquisition.

Ms. Padma, who moved from Bengaluru to Coimbatore, describes the challenges her son faced in adjusting to Tamil as his third language. In Bengaluru, her son had studied Kannada as his third language, and in Coimbatore, he was required to learn Tamil. Despite the difficulty, Padma notes that her son only has to complete worksheets and is not evaluated on the language until class 5. “The transition was tough for him, but it was made easier by the fact that there is no formal evaluation until later,” she says.

In a similar vein, Ms. Peusha, a parent from Haryana, faces a dilemma with her child’s language options. “My child’s school offers German, Sanskrit, and Urdu in class 6. It’s a difficult decision because I’m unsure how these languages will impact my child’s career or life prospects,” she explains.

Ms. Anamika Sood, Principal of Greater Valley School in Greater Noida, shares that their school provides a comprehensive and engaging language curriculum in line with CBSE guidelines. “From Class IV to Class VIII, students are required to study three languages: English and Hindi as mandatory subjects, with the option to choose between Sanskrit, French, or German as their third language,” she explains. To ensure effective learning, each language programme is led by a dedicated, trained facilitator with specialized knowledge. The curriculum follows level-wise textbooks for progressive learning, while the school library offers an extensive collection of supplementary resources to further enhance students’ language skills

Regional variations in language preferences

Language preferences also differ greatly from State to State. Mr. Shashi from Punjab explains that in his State, Hindi is the second language, with Punjabi being taught as the third language. In Kashmir, Mr. Shahid Raza shares that students follow a similar system with Urdu as the second language and Hindi as the third. “Both languages are commonly spoken here, and the curriculum follows the National Curriculum Framework guidelines until class 10,” he says.

In contrast, Mr. Ashok from Gwalior mentions that Madhya Pradesh has only followed a two-language system so far, with both State board and CBSE schools adhering to this. “We are awaiting government orders for changes this year,” he says.

Mr. Arshad Khan from Odisha explains that while Hindi is typically the second language, children in Odisha learn their mother tongue, Odia, as their third language. “It makes it easier for children to pick up their regional language, which is also part of the NEP’s vision,” he adds.

Options for Indian expats abroad

For Indian expatriates, particularly those in the Middle East, the three-language policy can present unique challenges. Ms. Akshara Bachketi, a parent in Muscat, says that the CBSE community school her children attend follows the NEP and offers a variety of regional language options, including Malayalam, Kannada, Tamil, Hindi, Sanskrit, Marathi, and Odia. “My daughter has opted for French as her third language. While the curriculum corresponds to NCERT guidelines, it is also vetted by Omani pedagogy experts,” she explains. However, she notes that while students are evaluated from day one, the third language tests do not carry the same weight as subjects like physics or math.

Impact on parents and their finances

Parents like Ms. Maithreyi Krishnamurthy and Mr. Akshay Mulki from Bengaluru highlight the financial and emotional toll that language tuition can take. “Both our kids go to tuitions for Kannada and Hindi. As parents from different language backgrounds, it’s hard to teach them at home while working full-time,” says Maithreyi. “The colloquial language is different from the literary language, adding pressure on the child. Sending two kids to two separate language tuitions is a financial strain,” she adds.

Vidhya, a single mother in Coimbatore, echoes similar concerns. “My twins started learning Hindi as their third language in class two. Since I don’t know Hindi, I send them for tuition. The school sends virtual textbooks for Hindi, but I can’t help them with it,” she says. “It’s tough on a single mother running on a stipend, and the bi-weekly classes aren’t sufficient to help children learn the language fluently.”

Experts weigh in

Dr. Rajan Kurai Krishnan, Associate Professor at Ambedkar University, shared his concerns about the practical implications of the NEP’s three-language policy. “On various projects, I have traveled to rural areas of Tamil Nadu. While the penetration of government and government-aided schools has been strong in these regions, the children’s lives are far removed from the pedagogical intent of the policy,” he explains. “Programmes such as the noon meal and nutritious breakfast schemes have been successful in getting children to attend school, but turning curiosity into questions requires cultural capital. When subjects like Mathematics and History are already disconnected from their daily lives, adding another language becomes overwhelming.”

Dr. Krishnan argues that such a policy might inadvertently deepen societal divides. “When we impose additional languages on children already struggling, we only filter out the disadvantaged, perpetuating caste and class divisions. This reinforces the notion that only children with cultural capital can succeed,” he says. He also points to potential cognitive confusion.

“Imagine how confusing it can get for a child when in English, an object is inanimate, in Hindi it has a gender, and in their mother tongue, it could be gendered or ungendered. Psychiatrists say this can cause cognitive disruption for young learners. Is this really necessary for a child’s development?” he questions. Furthermore, he points out the lack of attention to other regional languages, asking, “When we say ‘mother tongue,’ why is there no focus on languages like Avanti, Bhojpuri, Maithili, or Braj Bhasha? What are we actually accomplishing here?”

Echoing Dr. Krishnan’s concerns, Dr. Ravindran Sriramachandran, Associate Professor at Ashoka University in Sonipat, emphasizes that while children can learn languages quickly, formal instruction in scripts is a different matter. “Poet A.K. Ramanujan once said that Kannada was for the street, Tamil for home, and English was learned at school. This trilingual system worked in informal settings, but learning a language through its script in formal education is a different challenge,” he explains.

Dr. Sriramachandran also draws attention to the disparities in access to education based on socio-economic background. “The privileges of a child from an upper-middle-class family are vastly different from those attending a government school,” he says. “The nutritional differences alone are striking. And this disparity is not just evident in urban and semi-urban areas, but in tribal regions as well. The curriculum and subjects are already a burden for these children; adding languages they cannot comprehend or use makes the situation even worse.”

He highlights the logistical challenges, especially in remote locations, where access to technology is limited. “How do we expect to implement virtual textbooks and smart boards in areas with no technology? While the NEP suggests any regional language, finding teachers and materials for these languages without overburdening the state budget is not feasible,” he argues. Dr. Sriramachandran concludes, “We will likely end up with a common third language, but this imposes an extraordinary burden on children and is not practicable. It’s been proven not to work.”

(Dr Mythreyi Devarajan is a passionate Science Communicator and Educator)