The National Education Policy (NEP) 2020 introduced the three-language formula to promote multilingual proficiency among students. However, this has sparked controversy, particularly in Tamil Nadu, where Chief Minister M.K. Stalin has opposed the policy, alleging it imposes Hindi on non-Hindi-speaking states. On the other hand, some argue that Hindi should be encouraged to promote national unity. Both perspectives risk politicising an issue that should focus on students’ educational growth rather than regional or ideological concerns. India's linguistic diversity is a strength, and education policy should respect this reality. The NEP allows states to decide which three languages they offer, meaning no language—Hindi or otherwise—is being imposed. Tamil Nadu’s opposition stems from historical anti-Hindi agitations, and such concerns must be acknowledged. However, rejecting the policy outright risks depriving students of the benefits of multilingualism. Instead of viewing it as an attack on regional identity, states should leverage the flexibility the policy provides.
ALSO READ: Editorial | Only Collective Effort Can Help Mitigate Guwahati’s Pollution Woes
While national integration is important, language cannot be forced—it must be encouraged organically. Likewise, rejecting the idea of learning Hindi due to political concerns may limit students' opportunities. The debate should not be about imposition but about offering choices that help students succeed. The primary focus should be on students, not politics. Multilingual proficiency enhances cognitive abilities, broadens career prospects, and improves higher education opportunities. Whether students learn Hindi, Tamil, Bengali, or foreign languages like French or German, the key is to provide flexibility based on their interests and aspirations. The concern that the three-language formula burdens students is valid. However, instead of rejecting it outright, policymakers should focus on effective implementation. The goal should be to make language learning engaging and practical rather than a forced curriculum requirement.
To ensure smooth implementation, the central government must explicitly state that Hindi is not mandatory and that states have autonomy in language selection. Tamil Nadu has successfully followed a two-language policy (Tamil and English), and any additional language should be optional, not forced. States must also improve the quality of language instruction, ensuring students gain practical communication skills rather than rote learning. Additionally, students should be allowed to choose languages that align with their career goals, whether that means learning Hindi for mobility within India or opting for an international language for global opportunities. The three-language formula in NEP 2020 should be seen as an opportunity rather than an imposition. While concerns over linguistic dominance are understandable, the focus must shift from political rhetoric to what benefits students the most. Multilingual education, when implemented with flexibility, can empower students without creating unnecessary divisions. The policy should be a bridge to greater opportunities, not a battleground for ideological conflicts.