Title: A Scathing Critique of India’s English-Dominated Education System: Why it’s Time to Prioritize Indian Languages in Higher Education
As the National Education Policy (NEP) 2020 recognizes India’s rich multilingual heritage, it’s heartbreaking to acknowledge that English continues to dominate our higher education institutions (HEIs). The assumption that prioritizing Indian languages compromises English proficiency is a misconception that has been perpetuated by the colonial legacy. It’s time to reimagine pedagogy and integrate Indian languages into the curriculum, assessment, and research.
The persistence of English as the dominant medium in our HEIs is not only a reflection of historical conditioning but also systemic inertia. The UGC’s initiative to allow students to sit exams in their mother tongue, regardless of the language of instruction, is a step in the right direction. This move acknowledges that students should be assessed on their subject knowledge, not just their English proficiency. English is not a barrier, but a tool; and proficiency in it should be strengthened, not sacrificed, when students learn in their first language.
Conceptual clarity and cognitive flexibility are significantly improved when students learn in their first language. However, when a second language, like English, is imposed as the medium of instruction, students struggle with the language barrier, resulting in compromised critical thinking and problem-solving abilities. The evidence is clear: proficiency in English is not sacrificed when students learn in their mother tongue; it is strengthened.
The Bharatiya Bhasha Pustak Scheme (BBPS), introduced in the Union Budget 2025, aims to bridge educational gaps and create equal opportunities for students by expanding access to high-quality learning resources in multiple languages. This policy supports the NEP 2020, which emphasizes multilingual education to enhance conceptual understanding and reduce learning disparities. However, the true impact of BBPS will depend on how effectively HEIs integrate this multilingual approach.
Linguistic inclusivity in higher education is not just an aspirational ideal but a necessary step toward the true democratisation of education. It’s time for our HEIs to reimagine pedagogy, integrating the Indian language medium into instruction, assessment, and research. By doing so, we can dismantle the barriers that perpetuate educational inequality and create a more inclusive and empowering education system.
As the chairperson of the UGC and a former VC of JNU, I urge the education community to recognize the importance of promoting Indian languages in higher education. It’s time to correct the historical injustice and create a more equal and inclusive education system. By doing so, we can ensure that every student has access to quality education, regardless of their linguistic background.
Original Source: https://indianexpress.com/article/opinion/columns/students-should-learn-english-not-be-ruled-by-it-9884669/
Category : Columns,Opinion
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Publish Date: 2025-03-13 14:20:00
