This article is part of the UPSC Daily Editorial Analysis, covering The Hindu editorial – " The student and the three-language debate," published on 3^rd March, by the best UPSC coaching in Kolkata.

Syllabus: UPSC GS Paper 2 – Governance, Welfare Schemes and Education Policies

The Three-Language Formula was introduced in 1968 to promote multilingualism and national integration, based on recommendations from the Kothari Commission (1964-66). It mandates that Hindi-speaking states teach Hindi, English and a modern Indian language (preferably from the south), while non-Hindi-speaking states include Hindi, English and their regional language. Tamil Nadu has consistently opposed it, favoring a two-language policy (Tamil and English) due to concerns over Hindi imposition. The NEP 2020 retains the formula with flexibility, emphasizing mother tongue education. However, challenges like teacher shortages, infrastructure gaps and added pressure on students raise concerns about its feasibility. The debate continues, balancing linguistic diversity, practicality and student welfare

Three-Language Formula in India: Evolution and Implementation

The Three-Language Formula was first introduced in 1968 by the Ministry of Education, Government of India to promote multilingualism and national integration.

Early Recommendations

• The University Education Commission (1948–49) recommended a three-language policy, citing multilingual nations like Belgium and Switzerland.
• It acknowledged that Modern Standard Hindi was not superior to other regional languages but foresaw its eventual role in federal functions.

Education Commission also known as Kothari Commission (1964-66)

The three-language formula was first proposed by the Kothari Commission (1964-66) and formally adopted in the National Policy on Education (NPE) 1968 under Prime Minister Indira Gandhi. It was reaffirmed in NPE 1986 and revised in 1992 under the Narasimha Rao government to promote linguistic diversity and national unity.

Education Commission (1964–66) and 1968 Adoption

• Recommended a modified three-language formula, later adopted by Parliament in 1968.
• The Kothari Commission recommended that students should learn:
• Mother tongue or regional language
• The official language of the Union
• A modern Indian or European language apart from the first two
• In Hindi-speaking states: Hindi, English and a modern Indian language (preferably a southern language).
• In non-Hindi-speaking states: Hindi, English and the regional language.
• The policy was formulated in response to demands from non-Hindi-speaking states, especially Tamil Nadu, which never implemented it due to resistance from leaders.

Modifications and Revisions

Gujral Committee (1972–1984)

• Recommended safeguards for Urdu-speaking minorities, including Urdu as an official language and a medium of instruction.
• The recommendations were modified and passed on to state governments in 1984.

Ali Sardar Jafri Committee (1990)

• Proposed modifications to the formula:
  • • Hindi-speaking states: Hindi (with Sanskrit), Urdu or another Indian language and English or a European language.
    • Non-Hindi-speaki ng states: Regional language, Hindi, Urdu or another Indian language and English or a European language.

Tamil Nadu’s Opposition to the Three Language Policy

Tamil Nadu has historically resisted Hindi imposition. In 1937, the Congress government under C Rajagopalachari introduced compulsory Hindi, leading to widespread protests led by the Justice Party and Dravidian leaders like Periyar. The policy was withdrawn in 1940, but anti-Hindi sentiments remained strong.

When the three-language formula was introduced in 1968, Tamil Nadu rejected it. Under CM C N Annadurai, the state adopted a two-language policy, teaching only Tamil and English. To date, Tamil Nadu remains the only state that has never implemented the three-language formula.

 Implementation of the Three Language Formula in National Education Policy (NEP) 2020

The National Education Policy (NEP) 2020 retains the three-language formula but states that no language will be imposed. The policy encourages learning in the mother tongue.

Key Highlights of the NEP 2020 Policy:

Early Childhood Education:

Emphasizes learning in the mother tongue, regional language, or home language for children aged 3 to 8 years, fostering better comprehension and cognitive development.

Flexibility:

Allows students to choose from a wide range of languages. While the first two languages must be Indian languages (from the respective state or region), the third language can be English or any other language of choice. This approach is designed to address concerns in non-Hindi-speaking states and prevent linguistic imposition.

Teacher Training:

Recognizes the need for qualified multilingual educators. Recommends specialized training to equip teachers with multilingual teaching strategies and ensure the availability of proficient language instructors.

Examination System:

Students will be assessed on their proficiency in all three languages, ensuring balanced linguistic competence.

Online Resources & Digital Learning:

Promotes the development of digital content and educational resources in native Indian languages to facilitate better learning experiences.

The Importance of Learning in the Mother Tongue

NEP 2020 promotes education in the mother tongue, citing benefits such as better comprehension, preservation of cultural heritage and improved academic performance. It states that children grasp concepts more effectively in their native language.

UNESCO also endorses this view. In its report, Education in a Multilingual World, UNESCO states:

• “Mother tongue instruction is essential for literacy and learning and should be extended as long as possible.”

NEP on Three language Formula specifically:

According to the policy:

• The three-language formula will continue without forcing any language on states.
• Students will have the freedom to choose languages, ensuring that at least two are native to India.

Tamil Nadu still remains concerned that Hindi indirectly gains prominence, despite the policy’s assurances of flexibility. Karnataka and West Bengal have also opposed making Hindi mandatory.

Why some states see 3 language Policy as Hindi Imposition?

Critics argue that the policy indirectly promotes Hindi, creating a North-South language divide. While Hindi is dominant in North India, South Indian states prefer their regional languages. People in the South feel the policy benefits Hindi speakers, whereas many in the North do not feel the need to learn a South Indian language.

The Role of English

English acts as a neutral link language and is widely used in education, administration and business across India.

Funding Issues and Recent Controversy

Tamil Nadu’s refusal to adopt NEP 2020’s three-language formula has led to the Centre withholding ₹573 crore under the Samagra Shiksha Abhiyan (SSA). The funding formula requires states to align with NEP guidelines to receive 60% central assistance under SSA.

Samagra Shiksha is a centrally sponsored scheme launched in 2018 to provide holistic school education from pre-school to Class XII. SSA strengthened under NEP 2020, aims to improve foundational literacy and experiential learning. The funding structure is as follows:

• General states and UTs with legislatures: 60% Centre – 40% State
• Northeastern and Himalayan states: 90% Centre – 10% State
• UTs without legislatures: 100% Centre-funded

Tamil Nadu argues that denying SSA funds for non-compliance with NEP 2020 is unjust, further deepening the rift between the state and the Centre.

Key Concern: Is the Three-Language Formula Practical for All Students?

The three-language debate often ignores the challenges faced by government school students, who lack access to supplemental coaching compared to private school students. While multilingualism can be beneficial, policymakers must ensure that language policies do not create an additional burden on students, especially for those who are from resource-constrained backgrounds.

Does the Three-Language Formula Benefit Government School Students

The three-language formula debate often ignores the most important stakeholder—the student, especially those in government schools. In Tamil Nadu, 55% of students study in government schools, where they lack access to private coaching like many private school students.

The key question is: Do these students need to learn three languages to secure good jobs and contribute to society? While knowing multiple languages can be useful, it is important to ask whether it adds extra pressure on students already facing resource constraints. The focus should be on quality education, skill development and employability rather than just adding more languages.

NEP and the Three-Language Formula: A Critical Analysis

The National Education Policy (NEP) introduces several progressive reforms but fails to consider the ground realities of public education, especially at the primary and secondary levels. One such contentious issue is the three-language formula, which requires closer scrutiny.

The NEP asserts that learning three languages enhances cognitive ability, employment mobility and national integration. However, this assumption has several flaws:

• Language as a Tool: While language facilitates knowledge acquisition and communication, rapid advancements in AI and translation technology are reducing its exclusivity as a learning medium.
• Cognitive Development: Research indicates that proficiency in multiple languages does not automatically improve cognitive ability. Instead, a strong foundation in the mother tongue is crucial before introducing additional languages.
• Real-World Adaptability: Language learning is often driven by necessity. For example, Tamil speakers in the Indian Army or business hubs adapt to Hindi or regional languages when required, proving that practical exposure matters more than enforced learning.

Challenges in Primary Education and the Three-Language Formula

The Annual Status of Education Report (ASER) 2024 reveals alarming gaps in primary education in Tamil Nadu:

• 88% of Class 3 students lack basic literacy proficiency.
• English struggles: Even top students from English-medium public schools face difficulties in professional courses due to inadequate exposure to English instruction in school.

Infrastructure and Teacher Shortages

• Lack of third-language teachers: Even if students opt for Hindi, finding qualified teachers remains a challenge.
• Budget constraints: Example: Tamil Nadu's high per-child education budget allocates 80%-90% to teacher salaries, leaving little for infrastructure improvements.
• Risk of declining education quality: Diverting resources to a third language may compromise core educational needs.

Significance of the Three-Language Policy

• National Unity: Helps people from different states communicate and understand each other.
• Preserving Regional Languages: Encourages the learning of local languages to protect India’s linguistic heritage.
• Cognitive Benefits: Learning multiple languages improves memory, problem-solving and creativity.
• Economic Opportunities: Multilingual skills improve job prospects and help workers migrate easily.

Challenges in Implementation

• Poor Learning Outcomes: Reports show that many students struggle with basic reading, even in their regional language.
• Lack of Resources: Schools lack trained teachers and infrastructure for additional language learning.
• Financial Strain: States bear most of the cost of education, with the Centre contributing only a small share.
• Resistance to Hindi: Many South Indian states see the policy as an attempt to impose Hindi.
• State Autonomy Issues: States like Tamil Nadu argue that they should have the right to decide their language policies.
• Cultural Identity Concerns: Some fear that enforcing a common language system might dilute regional cultures.

Reforming Language Policy: What is the need of the hour?

Prioritizing Teaching and Learning Over Language Addition

Rather than imposing a third language, efforts should focus on:

• Improving teaching quality and overall learning outcomes.
• Encouraging curiosity, critical thinking and creativity.
• Ensuring deeper learning instead of wider learning within limited school hours.

Language, Culture and National Unity

• Cultural values and language: National unity is vital, but fostering a shared history and cultural respect is more effective than enforcing a third language.
• Employment opportunities: For students seeking jobs within Tamil Nadu, a third language is unnecessary. However, strong English proficiency is crucial for national and global careers.
• Competitive exams and central services: Since English remains an official language for civil services, defense and judiciary exams, Tamil Nadu students can compete at the national and global levels.

Politics vs. Student Welfare

Two key political dimensions shape this debate:

1. Opposing Hindi imposition in Tamil Nadu.
2. Ensuring English retains its national status.

While Tamil Nadu’s political stance may not immediately impact students, any national move toward Hindi replacing English must be monitored to safeguard student futures.

Balancing Language Policy with Educational Priorities

Rather than imposing language mandates, the focus should be on enhancing literacy, skill development and employability. Ensuring access to quality education in a language students are comfortable with will lead to better learning outcomes and social mobility.

Way Forward: Three-Language Policy: Balancing Linguistic Diversity and Practicality

Given the lack of academic merit in imposing a third language at the primary level, a practical approach could be:

• Offering Hindi as an optional third language from middle school.
• Introducing it in district headquarters schools first and expanding based on demand.
• Monitoring national policy shifts and adapting accordingly.

Other:

• Strengthen Basic Education: Schools should focus on improving students' proficiency in their mother tongue and English.
• Give States More Freedom: Each state should decide its own language policy based on its needs.
• Encourage Multilingualism Naturally: Migration and urbanization are already making people learn multiple languages without force.
• Balance English with Indian Languages: English remains crucial for global success and learning additional Indian languages should not come at its cost.

This approach can help promote linguistic harmony without creating regional tensions.

A rigid political stance could limit an entire generation’s national competitiveness. Instead of politicizing the issue, the debate must prioritize students' future and academic success above all else.

Conclusion: Three-Language Policy is an Ongoing Debate

The three-language formula remains a contentious issue in India’s education policy. While the Centre views it as a step towards national unity, Tamil Nadu sees it as a move towards linguistic imposition. The debate underscores the delicate balance between national integration and regional autonomy, making it one of the most politically sensitive aspects of education reform in India. 

TRIVIA: Constitutional Provisions on Language The Indian Constitution lays down specific provisions regarding language. Article 343 designates Hindi in Devanagari script as the official language of the Union, while allowing the continued use of English for official purposes for 15 years from the Constitution’s commencement. However, the Constitution does not specify an official language for states. Article 345 grants states the autonomy to adopt one or more languages for official purposes, including Hindi or regional languages. Additionally, Article 351 directs the Union to promote Hindi as a medium of expression for India's composite culture, ensuring its gradual development without undermining other languages.

READ ALL ABOUT NATIONAL EDUCATION POLICY 2020: https://www.iasgyan.in/daily-current-affairs/national-education-policy-nep-2020#:~:text=NEP%202020%20will%20replace%20the,3%2B3%2B4). 

PRACTICE QUESTION Q.Critically analyze the feasibility of the Three-Language Formula in the context of linguistic diversity, student welfare and implementation challenges. 250 Words.

1. What is the Three-Language Formula?

A policy introduced in 1968 to promote multilingualism. Hindi-speaking states teach Hindi, English and a modern Indian language (preferably from the South), while non-Hindi-speaking states teach Hindi, English and their regional language.

2. Why does Tamil Nadu oppose the Three-Language Formula?

Tamil Nadu sees it as Hindi imposition and follows a two-language policy (Tamil and English) since 1968, rejecting the formula due to historical anti-Hindi sentiments.

3. How does NEP 2020 address the Three-Language Formula?

NEP 2020 retains the formula but states that no language will be imposed, emphasizing mother tongue education and offering flexibility in language choice.

4. What are the main challenges in implementing the policy?

Teacher shortages, lack of infrastructure, additional burden on students and resistance from non-Hindi-speaking states make implementation difficult.

5.Why do some states see it as Hindi imposition?

Critics argue that North Indian states benefit more, while South Indian students are forced to learn Hindi, creating a North-South language divide.