We all aware that introduction of three language
policy (which in actual suggested making Hindi compulsory for Non-Hindi states)
in National Education Policy (NEP) draft created agitation and debates in the
Union and resulted in modification of the draft. On reading the draft1
carefully, we can understand what it ignores from its own words.
“P4.5.3. Exposure
to three or more languages in schools: To
leverage the enhanced language-learning abilities of young children, all
students from pre-school and Grade 1 onwards will be exposed to three or more
languages with the aim of developing speaking proficiency and interaction, and
the ability to recognise scripts and read basic text, in all three languages by
Grade 3. In terms of writing, students will begin writing primarily in the
medium of instruction until Grade 3, after which writing with additional
scripts will also be introduced gradually.”
First of all, introducing all the three languages
from Grade1 itself will give burden to children. When the child has not
introduced enough vocabularies to express from its own mother tongue, other two
languages will make the situation worse. The policy should allow the child to
get enough expertise in mother tongue first. Since most of our present school
system introduces second language (English) from the beginning, the same should
be continued or English can be introduced as a second language from the third
standard and the third language should be kept optional after the fifth
standard.
“P2.3.
Workbooks on language and mathematics: Every
child in Grades 1-5 will have a workbook for languages and mathematics in
addition to the school textbook. This will ensure that grade-appropriate, creative,
and engaging practice opportunities are available for each child to work at
his/her own pace. This would supplement the textbook, build on lessons with a
variety of exercises/examples, save teachers’
time, help teachers identify what each child can do and, therefore, help
individualise instruction.”
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| Thanks : The Hindu 05-06-2019 |
This will naturally increase the weight of their
backpack. And when it's come to the workbook, teachers should strictly be
instructed to help them perform from classrooms. Homework's based on these workbooks
will result in mere writing work and when it's come to trilingual workbooks it
expects parents also to know all the languages or they need to look for
coaching classes. Rather if the policy is modified as stated above, it will
reduce the burden of teachers, parents, and learners.
P4.5.2.
Bilingual approach for those whose language is different from the primary
medium of instruction: The
curriculum will encourage a flexible language approach in the classroom.
Teachers will be encouraged to use a bilingual approach, including bilingual
teaching-learning materials, with those students whose home language may be
different from the medium of instruction to ensure a smoother transition from
the home language to the medium of instruction.
It is understood from the draft policy that, the
committee worried about the dropout rates and gives suggestions to reduce them.
The above is one of them. This is a major issue and cannot be solved by the
above. How?
If the schools followed three language policy of the
committee in the future, for linguistic minorities, they have no option to
learn their mother tongue from schools. So, it will end up in teaching three
different languages which the child has no relation before it enters into
school. Again three language formula fails here. Instead, if we start from one
language, children will have enough time to get used to the medium of
instruction and can shift to other languages after the third standard.
But, one important question remaining:
1. If there are minimum number children and their
language has writing script, why they are not given opportunities to learn
their mother tongue?
This was the main reason behind dropouts in tribal
areas. It was statistically established by a Delhi University professor (Even
today, in Orissa, if 100 tribal children were taken inside, 75-80 of them drops
out of the school before reaching 8th standard.2)
and the same is well portrayed in the film, Newton.
So, the language committee should recommend printing
books for linguistic minorities in their mother tongue which will decrease
dropout rates. It is well established by Tamilnadu, which prints books for
linguistic minorities in their language3 and has the lowest dropout
rate in the Union.4
“Multilingualism
and the power of language (Page 81 of NEP-2019) What then is the reason that
English is being pursued by so many in India as a medium of instruction and of
conversation, when most other technologically advanced countries of the world
have naturally kept their own native languages for these purposes? The answer,
of course, is that, since Independence, the economic elite of India have
adopted English as their language; only about 15% of the country speaks
English, and this population almost entirely coincides with the economic elite (compared
with, e.g. 54% of Indians who speak Hindi). Furthermore, the elite often use
English (whether deliberately or inadvertently) as a test for entry into the
elite class and for the jobs that they control: English is regularly used by
the elite as a criterion to determine whether someone is “educated”, and
perhaps most unfortunately of all, as a prerequisite for jobs - even in cases
of jobs where knowledge of English is entirely irrelevant.
This
sad scenario and attitude (again, it may well be inadvertent) have resulted in
the marginalisation of large sections of society based on language, keeping
them out of higher-paying jobs and the higher socio-economic strata. This
attitude has kept the elite class and the jobs they control segregated from the
economically weaker sections of society, which of course contain many
hardworking, smart, high quality, highly skilled, and educated people who
happen not to speak the language of the colonists and current elite. It has
created an unnatural aspiration of parents for their children to concentrate on
learning and speaking languages that are not their own.
We
further observe that English has not become the international language that it
was expected to become back in the 1960s. As already noted, most advanced countries
use their own native languages as the languages of interaction and transaction,
and it is suggested that India works towards the same, or its rich language and
cultural heritage, along with the rich power of expression, may slowly be lost.
It is also strongly recommended that interactions between people within India
be conducted in languages native to India; thus Indian languages must be
heavily promoted again and with new vigour
Of
course, English has become an international common language in certain realms
such as science and technology research, e.g. most high-level scientific
journals around the world at the current time publish predominantly in English.
For this reason, it is also important for children (especially those who intend
to pursue scientific subjects at a postgraduate level) to become bilingual in
science and to be able to communicate science fluently both in their home/local
language and in English. This is in concurrence with the practice in all
technologically advanced countries.”
We don’t know from which census data the policy draft talking about the
percentage of English and Hindi speakers. But it gives us a sign to understand
Hindi supremacy in the Union.
1.
First, the statement, English is the language of 15% economic
elite is unbelievable. Most of the schools in the Union teach English
as a second language. It is mingled with all Indian languages and hence
Indians. English is not tied to elite, a non-Hindi speaker can communicate to
the Union government only using English.
2. If the whole idea is
about opposing English supremacy, then why not even for context purpose Indian
languages not considered as a whole? Why Hindi only highlighted as 54%? Instead
if the statement be like “only about 15% of the country speaks
English, and this population almost entirely coincides with the economic elite
(compared with, e.g. 85% of Indians who speak do not speak English).” it
will make the argument stronger. When it comes to Indian Union, why Hindi only
comes to mind? Perfect example of Delhi centric thought!
3. For a debate sake, if we consider this
population percentage is true (and we know how this Hindi speaker’s percentage
is attained5 – including Languages like Rajastani which has nearly 3
crore speakers under Hindi) we have three more sub-questions:
i. Here, one who doesn't
have Hindi as his mother tongue cannot write national level entrance exams like
AIIMS, IIT-JEE, and NET in her/his mother tongue. These exams conducted only in
Hindi and English. Which means, the Union government(s) itself ignores the
rest? (100-15+54=31% non-Hindi/non-English speakers)
ii. Here, one cannot
write a letter/get a letter to/from a Union government office in his/her mother
tongue. Which means, the Union government operates only for the 69% Hindi and
English speakers?
iii. If the percentage is
true, why can’t Union government make all languages as official languages and
treat them equally as Hindi by giving opportunity for a non-Hindi speaker to
write national level exams in his/her mother tongue?
4. Draft states “English
considered as a prerequisite for jobs - even in cases of jobs where knowledge
of English is entirely irrelevant.” The same suits for Union
government jobs and Hindi. Hindi considered as a
prerequisite for some of the Union government jobs - even in cases of jobs
where knowledge of Hindi is entirely irrelevant and because of that,
many non-Hindi speakers are not getting through it. This attitude has
kept the Hindi speakers and the jobs they control segregated from the non-Hindi
speakers of society, which of course contain many hardworking, smart, high
quality, highly skilled, and educated people who happen not to speak the
language of the Union government. It has created an unnatural aspiration of
parents for their children to concentrate on learning and speaking languages
that are not their own. This was repeatedly written by Professor Garga
Chatterjee.6
5. “We further observe that English has
not become the international language that it was expected to become back in
the 1960s.” The same applies to Hindi and Sanskrit also. We know that Hindi
has not become the majorities language that it was expected to become back in
the 1960s. They were repeatedly promoted by spending an excess of tax
money, majority contributed from non-Hindi states and miscalculations in census
data.
6. The draft says, “Of course,
English has become an international common language in certain realms such as
science and technology research, e.g. most high-level scientific journals
around the world at the current time publish predominantly in English.” But
what the Official language committee recommendation7, which was
signed by our former President and which came to amendment says is:
The Committee is of the opinion that Scientific/Research and other
Research institutions spend a large amount on purchase of books. If this
exemption continues the major portion of the library budget will be spent on
the purchase of the journals and reference books and will adversely affect the
purchase of Hindi books. This will be a deviation from the original purpose.
Therefore, clear orders in this regard may be issued that in any case 50% out
of the total amount for the purchase of books should be used for the purchase
of Hindi books. The Committee recommends that in the offices where library
budget is not allocated, a minimum 1% of the Office Expenditure Head may be
spent on the purchase of Hindi books. It is also to be kept in mind that 50% of
the total library budget or 1% of the total Office Expenditure Head, whichever
is more, may be spent on the purchase of Hindi books.
This reduced buying of English books/journals in the research
institutions and Hindi books bought under these plan are found no readers.
Propagation of Sanskrit is another topic. Repeatedly highlighting that,
even by false claims like it will help the development of Indian languages also
seen in the draft. In fact, the Union government already done much by spending
lots of amount through Sanskrit Prachar Sabha and through some amendments
through ministry. what it has done to promote/preserve other Indian languages?
When majority of the above affects the opportunities of non-Hindi
speaking children, why National Education Policy draft -2019 refuses to talk
about Hindi supremacy?
P4.5.14 Considering the special importance
of Sanskrit to the growth and development of Indian languages, and its unique
contribution to knowledge development in as well as the cultural unity of the
country, facilities for the study of Sanskrit, its scientific nature, and
including samplings of diverse ancient and medieval writings in Sanskrit from a
diverse set of authors (e.g. the plays of Kalidasa and Bhasa), will be made
widely available in schools and higher educational institutions.
Here Sanskrit is projected as it will contribute to
the growth of the Indian languages which is a false claim. As far as Tamil is
concerned, it has its own root and can act independently. It’s not a mere Tamil
pride, Dravidian languages has their own roots8 and scholars would
answer better.
P22.5
While languages
such as Hindi and Sanskrit, which are not primarily tied to one State, could be
handled at the Central level in consultation with States, other languages would
primarily be taken care of at the State level, with suitable Centre/States
coordination to ensure maximal terminology in common.
Hindi and English are the Official languages of the
Union Government. How Sanskrit will be helpful in the progress of States, which
is spoken less than 25000 people in the Union? If it is for the promotion, why not
other languages?
Chapter 23:
Rashtriya Shiksha Aayog:
Why it
is titled in a way which a non-Hindi speaker cannot understand?
Hence, from the above, it is clear that it is
created from a Hindi centric mind set and Hindi imposition through three
language policy is a part of it.
·
Above all, we have one
more question remaining regarding reliability of words coming out from public
representatives. The signals for Hindi imposition through NEP
has come before its arrival. It was the beginning of January this year. There is
a news spread that, NEP will be recommending Hindi to become mandatory in all
schools. At that time, Union HRD minister Prakash Javadekar came forward and
tweeted there is no plan to make Hindi compulsory.9 But, when we see the draft after its
arrival, it was submitted to the minister on December 15, 2018 (page 3) and the
committee head also thanked him for engaging throughout the progress and
suggesting ideas (page 24). If so, what is the reason behind the denial of
minister and silence of the committee members?
References:
2.
Kalachuvadu
(Tamil Monthly), Vol 30, Issue March 2018 & Hindi Imposition in Education https://sannaloram.blogspot.com/2019/02/hindi-imposition-in-education.html
3. Literacy
levels in rural India suffer due to migration, finds UNESCO study https://www.thehindu.com/news/national/literacy-levels-in-rural-india-suffer-due-to-migration-finds-unesco-study/article25541258.ece
5.
Getting the
language count right https://www.thehindu.com/opinion/lead/getting-the-language-count-right/article24454570.ece
6.
How Hindi is
becoming a hurdle for those who want to join the Army https://www.dnaindia.com/analysis/column-how-hindi-is-becoming-a-hurdle-for-those-who-want-to-join-the-army-2247911
8.
Dravidian language family is
4,500 years old: study
https://www.thehindu.com/sci-tech/science/dravidian-language-family-is-4500-years-old-study/article23314180.ece
9.
No plans to
make Hindi compulsory: Prakash Javadekar
http://www.newindianexpress.com/nation/2019/jan/10/no-plans-to-make-hindi-compulsory-javadekar-1923243.html
(The above sent as a feedback to nep.edu@nic.in on 06-06-2019)
(The above sent as a feedback to nep.edu@nic.in on 06-06-2019)
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