The flawed push for a third language

(Source – The Hindu, International Edition – Page No. – 10)

Introduction

• Evidence-based policymaking should rely on data, research, and analysis rather than ideology.
• The National Education Policy (NEP) 2020 mandates a three-language policy but lacks strong evidence to support its effectiveness.

Survey Findings on Language Learning in India

• International Ranking: India performed poorly in the 2009 Programme for International Student Assessment (PISA), ranking 73rd out of 74 countries. India has since withdrawn from PISA, unlike top-performing nations such as Singapore and South Korea.
• National Achievement Survey (NAS): In 2017, only 48% of Class 8 students could read a simple paragraph in their regional language, and 47% could write an essay. The 2021 survey showed slight improvements but still indicated weak learning outcomes.
• Annual Status of Education Report (ASER): In 2018, 27% of Class 8 students could not read a Class 2-level text in their regional language, and this worsened to 30.4% in 2022. English proficiency remained poor, with 53.3% of Class 8 students unable to read simple sentences.
• Lack of Third-Language Evaluation: No national survey assesses proficiency in a third language, raising doubts about its effectiveness.

Challenges in Learning a Third Language

• Cognitive Load: Research suggests that learning a third language while struggling with the first and second can cause mental fatigue, reducing overall learning efficiency.
• Language Similarity Issues: Students whose first language shares similarities with Hindi (such as Marathi or Punjabi) may find learning a third language easier, while others (such as Tamil or Mizo speakers) face additional learning burdens.
• Time Constraints: Practicing three languages reduces the time available for core subjects like math, science, and emerging technologies.

Implementation Difficulties in Schools

• Financial Constraints: Hiring teachers and developing materials for multiple languages is costly, particularly in rural schools.
• Limited Choices for Students: While NEP 2020 allows students to choose their third language, schools often cannot provide many options due to cost constraints. In non-Hindi-speaking States, this often leads to a preference for Hindi or Sanskrit, limiting true linguistic diversity.

Use of Modern Technology

• AI-powered translation tools can help students learn additional languages without the need for rigid classroom instruction.
• Instead of enforcing a third language, policymakers could integrate technology-based language learning solutions for flexibility and cost-effectiveness.

Lessons from Global Education Policies

• Successful Language Policies: Some countries have chosen a bilingual model instead of a multilingual one to balance economic growth with cultural preservation.
• Economic Impact of English Education: Countries that prioritize English education tend to perform better in higher education, science, and technology.

Challenges in Promoting a Single National Language

• Language Diversity in India: The 2011 Census states that Hindi speakers make up 43.63% of the population, but this figure includes multiple independent languages. Excluding them, true Hindi speakers are around 25%.
• Low Inter-State Migration: 95% of Indians remain within their home States, making regional languages more relevant than a single national language.
• Lessons from History: Countries that imposed a single national language faced resistance and divisions, while India’s multilingual flexibility has contributed to its unity.

Need for a Pragmatic Approach

• Prioritizing Foundational Literacy: Strengthening proficiency in two languages rather than struggling with three can improve learning outcomes.
• Adopting a Two-Language Policy: A focus on English for global competitiveness and regional languages for cultural preservation could be a more effective strategy.
• Policymakers should base decisions on research, economic needs, and educational success rather than cultural or ideological preferences.