One important aspect emphasized in the National Educational Policy 2020 (NEP 2020) centers around ‘Multilingualism and the power of language’ (sections 4.11 to 4.22). However, the definition of multilingualism and its relationship with language is not clear. In reality, the policy largely repeats the content of the NEPs from 1968 and 1986 (revised in 1992) regarding mother tongue, the three-language formula, regional languages, and influential languages like Hindi and English. It disregards the National Curriculum Framework (2005) and undermines the significance of multilingualism and the power of language. Papia Sengupta (2021, EPW, 56.43, pp. 45-52) argues that this marginalizes the languages of minorities and those from the Northeast, leading to high dropout rates in these regions at the primary and secondary levels. We need to develop a pedagogy grounded in theory that treats learners’ languages as valuable resources and utilizes them as a platform for acquiring scientific inquiry methods. Additionally, we must ensure high proficiency in the languages that contain existing knowledge, empowering learners not just to translate knowledge into their own languages, but also to uncover and enrich others with knowledge systems encoded in their own languages through creative means.
A significant part of NEP 2020 celebrates the ‘Ek Bharat Shreshtha Bharat’ program and the Sanskrit language. The policy aims for every student in the country to participate in this narrative of ‘glorious India’ through a fun project or activity, fostering a common spirit of understanding across the nation. The policy acknowledges the remarkable linguistic and sociolinguistic diversity of India, not limited to just major Indian languages, but encompassing all Indian languages. India’s linguistic and sociolinguistic diversity stems from the fluidity of its languages and cultures. Therefore, it would be a mistake to prioritize one language or text in a country as fundamentally multilingual, multicultural, and multi-religious as India.
NEP 2020’s concept of multilingualism appears to be linear and additive. However, multilingualism at the grassroots level in India and elsewhere is not simply about acquiring multiple languages sequentially. Instead, it has two seemingly contradictory features. On one hand, it exhibits domain specificity, where different dominant languages are used in specific domains, such as Sanskrit for religious ceremonies and English for higher education and social mobility. On the other hand, there are domains characterized by language fluidity and mixing, such as informal conversations among friends and in the street. It’s important to note that languages like Sanskrit and English are human constructs, and in reality, they also exist as part of multilingualism.
While it is true that several languages in North India are closely related to Sanskrit and have borrowed extensively from it, we should also recognize that Sanskrit, Panini’s grammar, and Vedic literature indicate the presence of numerous languages during that era. India recognizes several classical languages, including Tamil, Telugu, Kannada, Malayalam, and Odia. Tolkappiyam, a Tamil grammar, is as systematic and organized as Panini’s Ashtadhyayi. The interaction between Dravidian and Indo-Aryan languages exemplifies the longstanding multilingualism in India and the conceptualization of language as a multilingual entity. While Dravidian languages have indeed borrowed from Sanskrit, it is equally true that Sanskrit and modern Indo-Aryan languages have borrowed phonological and grammatical features from Dravidian languages. We should abandon the notion of a ‘pure and standard’ language, as all languages are equally systematic and fluid, embodying the concept of multilinguality. We should treat Sanskrit and Santali, for example, with the same level of respect and recognition. Therefore, claiming that Indian languages are among the richest, most scientific, beautiful, and expressive languages in the world is unnecessary. An educated person should understand the nature of language and recognize the scientific, beautiful, and expressive qualities in all languages across the globe.
In terms of language, true democracy is found in the world of languages. As Sapir observed, “when it comes to linguistic form, Plato walks with the Macedonian swineherd, Confucius with the head-hunting savage of Assam.” However, NEP 2020 heavily emphasizes the importance, relevance, and beauty of Sanskrit, highlighting its extensive classical literature that surpasses that of Latin and Greek combined. Accordingly, Sanskrit language and knowledge systems will be offered at all levels of education, with a recommended study of a classical language for at least two years between Grade 6 and 12. Other languages are considered as secondary, with online modules provided for their study. Foreign languages, such as Korean, Japanese, Thai, French, German, Spanish, Portuguese, and Russian, are also offered to enhance students’ global knowledge and mobility. However, widely spoken languages like Arabic and Chinese are excluded for various reasons.
The most significant aspect of the language section in NEP 2020 is its emphasis on using the ‘mother tongue’ for better understanding of non-trivial concepts. However, like previous policies, NEP 2020 fails to address the real issue. It acknowledges that non-trivial concepts are best understood in the mother tongue, home language, or language spoken by the local community. As concepts become more complex at higher grade levels, it follows that the medium of education should be the language(s) that students understand well. However, NEP 2020 includes the rider of “wherever possible” and suggests using the regional language until at least Grade 5, preferably till Grade 8 and beyond. Additionally, the policy encourages teachers to adopt a bilingual approach, without recognizing that in contemporary sociology of language, ‘bilingualism’ and ‘multilingualism’ are used interchangeably. It fails to appreciate that each child enters school with their unique language repertoire, resulting in inherently multilingual classrooms with a diverse range of languages and varieties represented.
It is now possible…