NEP 2020 and
Language Education in India: English and Multilingual Inclusion
Satvik Srijan,
M.A. in English,
Central University of Jharkhand,
Ranchi, Jharkhand, India,
&
Dr. Sudhanshu Shekhar,
Assistant Professor,
Department of English,
Central University of Jharkhand,
Ranchi, Jharkhand, India.
Abstract: The
National Education Policy (NEP) 2020 introduced several changes in the Indian
education system, with language education receiving particular attention. India
is a multilingual country, and the question of language in education remains
closely connected with identity, access and social participation. NEP 2020
places emphasis on the use of the home language, mother tongue and regional
languages, while also recognising the continued importance of English. Drawing
on Kachru’s Three Circles Model of World Englishes, this paper examines the
language-related provisions of NEP 2020 and the position of English within
India’s multilingual educational context. It focuses on the three-language
formula, the role of English in foundational and secondary education, and the
relationship between language and educational inclusion. The paper also
considers how English can provide opportunities for learners while becoming a
source of exclusion when adequate linguistic and educational support is not
available. The discussion highlights the need to consider the diverse
linguistic, social and educational contexts of learners while implementing the
language provisions of NEP 2020.
Keywords: NEP 2020; Language Policy; Multilingualism; English in
India; Three-Language Formula
Introduction
On July 29, 2020, the Union Cabinet approved the National
Education Policy (NEP) 2020. The policy introduced several changes in the
Indian education system and replaced the National Policy on Education of 1986.
The last education policy had remained in place for more than three decades,
and there was a need to reconsider the existing framework in view of the
changing needs of education and society (Press Information Bureau).
Importantly, some new concepts have also been introduced.
However, it remains to be seen how well these provisions are understood and
adapted for their successful implementation and realization of the objectives
of the policy. The policy covers different areas of education, including
schools, colleges, universities, teacher education institutions, assessment
reform and curricular restructuring.
Within this broader framework, language occupies an
important place. NEP 2020 gives considerable attention to multilingualism, the
use of the home language, mother tongue and regional languages, and the role of
languages in teaching and learning. These provisions form an important part of
the policy's approach to school education and provide the basis for examining
its language-related objectives and implications.
This paper examines the language-related provisions of
NEP 2020, with particular attention to multilingualism, the three-language
formula, the role of English in education and the sociolinguistic implications
of its language policy.
Theoretical Framework
This paper uses Kachru’s Three Circles Model of World
Englishes to understand the position of English in the Indian education system.
India falls within the Outer Circle, where English has developed institutional
functions through its historical and social development (Kachru 12–13).
The analysis focuses on:
- The
institutional role of English
- English
as an additional language
- The
relationship between English and Indian languages
- The
position of English within a multilingual education system
- The
possibilities of English as both an opportunity and a source of exclusion
These aspects are used to examine the language provisions
of NEP 2020, particularly the three-language formula, multilingual education
and the role of English at different stages of schooling.
Overview of NEP 2020
The National Education Policy 2020 is a comprehensive
policy document that introduces changes across different levels of education.
It also continues some aspects of the earlier education policy while proposing
new approaches to curricular structure, institutional development and teaching
and learning. The policy was designed in response to changing educational and
social needs and seeks to reform different parts of the Indian education system
(Ministry of Human Resource Development).
Importantly, some new concepts have been introduced.
However, the success of the policy depends on how effectively its provisions
are understood and implemented. The policy covers different areas of education,
including schools, colleges, universities, teacher education institutions,
assessment reform and curricular restructuring.
Within this broader framework, language occupies an
important place. NEP 2020 gives considerable attention to multilingualism, the
use of the home language, mother tongue and regional languages, and the
development of language learning and teaching materials. These provisions form
an important part of the policy's approach to school education.
Key Language-Related Provisions in NEP 2020
The National Education Policy (NEP) 2020 envisions the
importance of multilingualism in school education, with emphasis on the home
language, mother tongue, local language and regional language. Wherever
possible, the policy proposes that the medium of instruction until at least
Grade 5, and preferably until Grade 8 and beyond, should be the home language,
mother tongue, local language or regional language. This provision is intended
to apply to both public and private schools. The policy also proposes
high-quality textbooks, including in science, in home languages or the mother
tongue (Ministry of Human Resource Development 13).
The policy also recognises that differences may exist
between the language spoken by a child and the language used for teaching. It
therefore encourages teachers to use a bilingual approach and bilingual
teaching-learning materials where necessary. At the same time, NEP 2020 states
that a language does not have to be the medium of instruction in order to be
taught and learned well (Ministry of Human Resource Development 13).
Another important aspect of the policy is its emphasis on
exposing children to different languages from the Foundational Stage onwards.
It also proposes investment in language teachers in regional languages and
encourages the use of technology for language teaching and learning (Ministry
of Human Resource Development 13).
English continues to occupy an important position within
this multilingual framework. The policy does not remove English from school
education. Instead, it places English alongside Indian languages and also
promotes bilingual teaching-learning materials, particularly in subjects such
as science and mathematics. This creates a multilingual framework in which
English continues to have a significant place while greater attention is given
to Indian languages (Ministry of Human Resource Development 13–14).
Reinterpretation of the Three-Language Formula
The three-language formula remains an important part of
language education under NEP 2020. The policy continues the formula while
taking into account constitutional provisions, the aspirations of different
regions and the need to promote multilingualism and national unity. At the same
time, it provides greater flexibility and states that no language will be
imposed on any State. The three languages are to be chosen by States, regions
and students, provided that at least two of the three languages are native to
India (Ministry of Human Resource Development 14).
The policy also gives students some flexibility in
changing the languages they study. Students who wish to change one or more of
their three languages may do so in Grade 6 or 7, provided that they are able to
demonstrate basic proficiency in three languages by the end of secondary school
(Ministry of Human Resource Development 14).
Another important aspect is the preparation of
high-quality bilingual textbooks and teaching-learning materials for subjects
such as science and mathematics. The policy seeks to enable students to think
and communicate about these subjects in both their home language or mother
tongue and English (Ministry of Human Resource Development 14).
The reinterpretation of the three-language formula
therefore places greater emphasis on flexibility and multilingual learning.
However, its implementation remains dependent on the availability of language
teachers, learning materials and appropriate institutional support. The
linguistic diversity of different States also means that the practical
implementation of the formula may vary according to local circumstances.
Role of English in Foundational and Secondary Stages
The National Education Policy (NEP) 2020 gives importance
to multilingualism in school education and places particular emphasis on the
home language, mother tongue, local language and regional language in the early
years of schooling. Wherever possible, these languages are expected to remain important
as mediums of instruction during the early stages of education (Ministry of
Human Resource Development 13).
The policy also recognises that all languages should be
taught with quality. A language does not necessarily have to be the medium of
instruction for students to learn it effectively. This allows English to remain
part of the educational framework without making it the only language through
which learning takes place (Ministry of Human Resource Development 13).
Kachru’s Three Circles Model provides a useful
perspective here, since India belongs to the Outer Circle of World Englishes,
where English has acquired institutional functions through historical and
social processes (Kachru 12–13). English in India therefore occupies a position
that is different from that of a foreign language in countries where English
does not have the same institutional history.
The position of English in NEP 2020 can therefore be
understood alongside the policy's wider emphasis on multilingual education.
Rather than removing English from the educational system, the policy places it
within a broader language environment in which Indian languages are also given
greater attention.
English as Empowerment and Exclusion
With the intent of fostering inclusion and social empowerment,
education is used as a tool, as a right, and as a national policy. At the same
time, education can become a cause of exclusion if an additional medium of
instruction, such as English, is introduced without adequate recognition of the
learners’ linguistic, social and cultural resources.
In the Indian context, the broader social background of
learners, their prior knowledge of English, the school environment, teacher
competency and teacher-learner relationships can influence whether English as a
medium of instruction becomes empowering or exclusionary. The availability of
suitable learning materials and support is equally important.
English can provide learners with access to wider
educational and communicative opportunities. However, unequal access to quality
English education may create differences between learners and schools. A policy
that seeks to expand access to English therefore needs to consider the
linguistic realities of learners rather than treating English proficiency as
equally available to all.
A targeted educational intervention, without adequate
provision of the learning environment, can become exclusionary even when it is
conceptually inclusive. Effective planning of English-medium education
therefore requires attention to the linguistic and social context of learners
and schools. These concerns are particularly relevant when considering the
implementation of NEP 2020 and its multilingual approach.
Sociolinguistic Implications of NEP 2020
The National Education Policy (NEP) 2020 was framed and
approved by the Government of India in July 2020. The policy is broad in scope
and provides recommendations for different components of education. Its
language provisions are especially significant in a country where learners come
from different linguistic backgrounds.
NEP 2020 places emphasis on multilingualism and the
development of Indian languages. The policy gives importance to the home
language, mother tongue, local language and regional language, particularly in
the early years of education. It also encourages the development of language
teachers, teaching materials and the use of technology for language learning
(Ministry of Human Resource Development 13).
The policy also gives considerable flexibility to States
and students in relation to the three-language formula. This is important from
a sociolinguistic perspective because language practices differ considerably
across India. The policy therefore allows the choice of languages to respond to
regional circumstances while retaining the wider goal of promoting
multilingualism and national unity (Ministry of Human Resource Development 14).
At the same time, the continued presence of English
creates another dimension to the language policy. English remains important in
education, while Indian languages are given greater space in teaching and
learning. This raises questions about how different languages can function
together within the same educational system. The implementation of the policy
will depend not only on its provisions but also on the ability of States,
schools and educational institutions to respond to the linguistic diversity of
their learners.
Conclusion
The National Education Policy (NEP) 2020 gives
considerable importance to language in education and recognises the
multilingual nature of Indian society. The emphasis on the home language,
mother tongue and regional languages, along with the continuation of the
three-language formula, reflects an attempt to provide space for different
linguistic backgrounds within the education system. At the same time, English
continues to hold an important position in school education and remains closely
connected with wider educational and social opportunities.
The discussion also shows that the language provisions of
NEP 2020 cannot be understood only through their written policy statements.
Their implementation depends on the availability of teachers, learning
materials, institutional support and the linguistic context of learners.
English may provide opportunities for communication and education, but it can
also contribute to exclusion when learners do not receive adequate support.
NEP 2020 presents multilingualism as an important part of
education and gives attention to the promotion and preservation of Indian
languages. At the same time, its continued recognition of English shows that
the policy does not separate multilingual education from the contemporary
importance of English. The success of these provisions will depend on how
effectively they are adapted to the diverse linguistic and educational
realities of different States and communities.
Overall, NEP 2020 provides a broad framework for language
education in India, but its sociolinguistic implications will ultimately depend
on implementation. A balance between multilingual education, linguistic
inclusion and access to English remains central to this process.
Works Cited
Kachru, Braj B. “Standards, Codification and Sociolinguistic Realism: The English Language in the Outer Circle.” English in the World: Teaching and Learning the Language and Literatures, edited by Randolph Quirk and H. G. Widdowson, Cambridge UP in association with the British Council, 1985, pp. 11–30.
Ministry of Human Resource Development. National Education Policy 2020. Government of India, 2020.
Press Information Bureau. “National Education Policy 2020 Announced.” Government of India, 29 July 2020, https://www.pib.gov.in/Pressreleaseshare.aspx?PRID=164206