Is learning a third language, especially Hindi, necessary?
Mar 13, 2025
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Yogendra Yadav, a psephologist and political commentator, joins T.M. Krishna, a renowned Carnatic musician and author, to discuss the controversial three-language policy in India's education system. They explore concerns over the imposition of Hindi in non-Hindi speaking states, especially Tamil Nadu, and the implications for regional rights and diversity. The duo critiques the government's approach to language learning, emphasizing the need for inclusivity, respect for all languages, and a reevaluation of multilingual education that prioritizes cultural connections.
The podcast critiques the imposition of Hindi through the three-language formula, arguing it undermines India's linguistic diversity and federal structure.
Concerns are raised about the three-language policy creating unnecessary burdens for students in non-Hindi speaking regions, highlighting the need for quality language instruction.
A push for an inclusive language policy is advocated, allowing communities to choose languages based on local contexts rather than mandatory requirements.
Deep dives
The Diversity of India's Linguistic Landscape
The podcast emphasizes the significance of honoring the linguistic diversity present in India. It argues that a uniform approach to language policy, such as imposing Hindi through the three-language formula, undermines the federal structure and the unique cultures of non-Hindi speaking states. The discussion reveals that India's nationalism is rooted in its respect for diverse languages and cultures, asserting that the focus should not be solely on Hindi, but rather on fostering a multilingual society. This perspective calls for a comprehensive dialogue on multilingualism that acknowledges all regional languages without prioritizing one over another.
Concerns Over Educational Policies
There are pressing concerns regarding the implementation of the three-language formula in Indian educational policy. Critics argue that forcing an additional language upon students, especially in regions where it is not spoken, creates unnecessary burdens and complicates the learning process. Moreover, the debate highlights the disparity in educational resources and the unintended consequences of imposing such policies on first-generation learners. The podcast suggests that the focus should shift from quantity of languages taught to the quality of language instruction and the contextual relevance of languages in students' lives.
The Role of English in Education
The podcast delves into the dominance of English in the Indian educational system and the resulting linguistic hierarchy. It argues that the push for English as the medium of instruction detracts from the teaching of regional languages and diminishes their importance. Additionally, it reviews the paradox of English being perceived as a gateway to better opportunities, leading to the prioritization of English over native languages. Ultimately, speakers advocate for strengthening regional languages while acknowledging the practical necessity of English in a globalized world.
The Need for an Inclusive Language Policy
A strong sentiment emerges in the podcast for developing an inclusive language policy that caters to the diverse linguistic needs and preferences of different regions. The speakers advocate against mandates that impose language requirements, proposing instead to empower communities to determine what works best for their educational and cultural contexts. Emphasis is placed on designing policies that reflect local demographics and choices, allowing people to learn languages based on personal interest and necessity rather than compulsion. This approach aims to enhance language learning while respecting the rich tapestry of India’s linguistic heritage.
Educational Methodology and Understanding Language
The discussion underscores the importance of pedagogical methods in language education, advocating for experiential and relationship-based learning over rote memorization. The speakers highlight how language instruction should focus on facilitating communication and emotional connection rather than standardized textbook approaches. By emphasizing language as a living entity, they argue for a more nuanced understanding of how languages are acquired and used in society. This includes recognizing the social and cultural context in which languages are learned, moving beyond formalities to embrace language as part of human experience.
The National Education Policy, 2020, encourages students up to at least Class 5 to learn a regional language in addition to the local language or mother tongue and English. While the Central government asserts that the choice of the additional regional language is left to the States, the NEP’s strong pitch for the three-language formula has led to fear, especially in Tamil Nadu, that there is an attempt being made to impose Hindi on non-Hindi speaking States. This week, Tamil Nadu Chief Minister M.K. Stalin dubbed the NEP a “Hindutva policy” aimed at promoting Hindi, rather than focusing on India’s overall development.
Is learning a third language, especially Hindi, necessary? Here we discuss the issue.
Guests: Yogendra Yadav, psephologist and founding national president of Swaraj India; T.M. Krishna, carnatic musician and author
Host: K.V. Prasad
Recorded and edited by Jude Francis Weston
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