A compelling feature of the NEP’s emphasis on the use of the mother tongue or home language for instruction in the initial stages of education is supported by a body of research conducted across the globe. The findings of these studies indicate that children acquire new concepts much more quickly and in a more profound manner when they are taught in a language familiar to them.
The National Education Policy (NEP) has generated a new level of discussion in India regarding language, education, and identity. Language is much more than simply a mode of communication; it encompasses and represents a society’s way of life, thoughts, and actions. Thus, any educational policy that takes language seriously is, in effect, addressing the core of society’s being. It is in recognition of this fact that the NEP has placed language within the context of teaching and learning. Language should not be seen only as an administrative requirement for schools to fulfil; rather, it should also be viewed as a pedagogical tool that ultimately facilitates teaching and learning by enabling teachers to connect with their students and transmit knowledge effectively.
A compelling feature of the NEP’s emphasis on the use of the mother tongue or home language for instruction in the initial stages of education is supported by a body of research conducted across the globe. The findings of these studies indicate that children acquire new concepts much more quickly and in a more profound manner when they are taught in a language familiar to them. Conversely, children who learn in one language and think in another experience a far less meaningful form of education and are therefore subjected to a more mechanical mode of learning. Hence, the NEP’s reference to utilising the mother tongue for education has both a scientific and a common-sense basis.
For decades, Indian classrooms have witnessed a silent struggle. Children from rural areas, marginalised communities, and non-English backgrounds often begin school already at a disadvantage.
The NEP believes in the right to learn and use the English language along with other languages. English has played an important role in shaping the identities of many cultures. However, it has also been used as a tool to define intelligence.
The philosophy behind the NEP is to recognise that language skills do not define intelligence. Rather, the idea is to separate the two concepts into their respective domains in order to create more balanced educational experiences.
The intent of the NEP is to develop individuals with the ability to read in English. However, as learners are taught to develop their cognitive skills through their own capacities, the NEP also aims to cultivate the ability to read and think in their native or first language(s).
The NEP reinforces the importance of recognising that India is a multilingual nation. People routinely use multiple languages, and multilingualism has long been an integral part of the country’s social and cultural fabric.
To reinforce this understanding, the NEP promotes the idea of individuals learning more than one language. The encouragement of multilingual learning supports the view that multilingualism is an asset rather than a liability.
In this way, the NEP recognises the need for flexibility in learning multiple languages. It acknowledges that not all individuals within a region will learn the same language or identify with the same culture(s).
The inclusion of Indian languages, both regional and classical, represents another area of increased focus. Many of these languages have historically been regarded as ceremonial or optional within the education system. The NEP seeks to reintroduce them into the core of academic and intellectual discourse. The objective is not merely to revive interest in these languages for historical reasons, but to restore confidence in knowledge systems that have been articulated through these languages for centuries.
The inclusion of languages such as Sanskrit, Pali, Prakrit, Persian, along with regional literatures, creates new opportunities for academic growth. It allows students to engage directly with original texts and develop a deeper understanding than would be possible through translation alone. It also provides opportunities for learners to think critically within their own cultural contexts. This approach challenges the assumption that modernity is always the product of external knowledge influences.
Urdu and other minority languages find renewed relevance within the inclusive framework of the NEP. By emphasising choice and flexibility, the policy creates space for linguistic diversity without turning language into a political contest. Education, after all, should heal social divisions rather than reinforce them. When children see their languages respected in schools, they feel recognised and valued as citizens.
The effectiveness of language policies will depend largely on how well they are implemented in practice. Teachers need to have been trained using similar pedagogical approaches and must have access to appropriate teaching materials and institutional support. Although teaching in one’s native language may not be easy for educators trained primarily in a single language, teachers are expected to meet higher standards when employing multilingual and concept-based instructional methods. Furthermore, translating technical and modern scientific concepts into India’s many regional languages is a complex task requiring significant financial, human, and intellectual resources.
Consequently, teacher training has become an increasingly important factor, particularly because many educators were trained in systems that relied heavily on rote memorisation and monolingual instruction. Expecting them to adopt new pedagogical approaches without adequate training or support would be unrealistic.
Continuous professional development, resource creation, and academic autonomy are essential if the language vision of the NEP is to succeed.
There is also a need to guard against misinterpretation. The NEP does not impose any language on any region or community. Yet public debate often reduces complex educational ideas to oversimplified fears. Language has always been a sensitive issue in India, and the political misuse of this sensitivity can distort the educational intent of the policy. A calm and informed discussion is therefore essential.
Like other influential adults in a child’s life, parents play a significant role in their children’s development. Some parents believe that success is impossible without fluency in English and, as a result, overlook the cognitive needs of children during their formative years. The National Education Policy gently but firmly urges society to recognise that strong foundations in the mother tongue lead to better long-term learning outcomes and, ultimately, to stronger English proficiency.
In the long run, the language vision of the NEP has the potential to democratise education. When students understand what they are taught, dropout rates decline, confidence grows, and creativity flourishes. Education becomes an experience of growth rather than fear. This shift is particularly important for first-generation learners, for whom language often determines whether education empowers or excludes.
Email:--------------------------: drdeebaoffice@gmail.com
A compelling feature of the NEP’s emphasis on the use of the mother tongue or home language for instruction in the initial stages of education is supported by a body of research conducted across the globe. The findings of these studies indicate that children acquire new concepts much more quickly and in a more profound manner when they are taught in a language familiar to them.
The National Education Policy (NEP) has generated a new level of discussion in India regarding language, education, and identity. Language is much more than simply a mode of communication; it encompasses and represents a society’s way of life, thoughts, and actions. Thus, any educational policy that takes language seriously is, in effect, addressing the core of society’s being. It is in recognition of this fact that the NEP has placed language within the context of teaching and learning. Language should not be seen only as an administrative requirement for schools to fulfil; rather, it should also be viewed as a pedagogical tool that ultimately facilitates teaching and learning by enabling teachers to connect with their students and transmit knowledge effectively.
A compelling feature of the NEP’s emphasis on the use of the mother tongue or home language for instruction in the initial stages of education is supported by a body of research conducted across the globe. The findings of these studies indicate that children acquire new concepts much more quickly and in a more profound manner when they are taught in a language familiar to them. Conversely, children who learn in one language and think in another experience a far less meaningful form of education and are therefore subjected to a more mechanical mode of learning. Hence, the NEP’s reference to utilising the mother tongue for education has both a scientific and a common-sense basis.
For decades, Indian classrooms have witnessed a silent struggle. Children from rural areas, marginalised communities, and non-English backgrounds often begin school already at a disadvantage.
The NEP believes in the right to learn and use the English language along with other languages. English has played an important role in shaping the identities of many cultures. However, it has also been used as a tool to define intelligence.
The philosophy behind the NEP is to recognise that language skills do not define intelligence. Rather, the idea is to separate the two concepts into their respective domains in order to create more balanced educational experiences.
The intent of the NEP is to develop individuals with the ability to read in English. However, as learners are taught to develop their cognitive skills through their own capacities, the NEP also aims to cultivate the ability to read and think in their native or first language(s).
The NEP reinforces the importance of recognising that India is a multilingual nation. People routinely use multiple languages, and multilingualism has long been an integral part of the country’s social and cultural fabric.
To reinforce this understanding, the NEP promotes the idea of individuals learning more than one language. The encouragement of multilingual learning supports the view that multilingualism is an asset rather than a liability.
In this way, the NEP recognises the need for flexibility in learning multiple languages. It acknowledges that not all individuals within a region will learn the same language or identify with the same culture(s).
The inclusion of Indian languages, both regional and classical, represents another area of increased focus. Many of these languages have historically been regarded as ceremonial or optional within the education system. The NEP seeks to reintroduce them into the core of academic and intellectual discourse. The objective is not merely to revive interest in these languages for historical reasons, but to restore confidence in knowledge systems that have been articulated through these languages for centuries.
The inclusion of languages such as Sanskrit, Pali, Prakrit, Persian, along with regional literatures, creates new opportunities for academic growth. It allows students to engage directly with original texts and develop a deeper understanding than would be possible through translation alone. It also provides opportunities for learners to think critically within their own cultural contexts. This approach challenges the assumption that modernity is always the product of external knowledge influences.
Urdu and other minority languages find renewed relevance within the inclusive framework of the NEP. By emphasising choice and flexibility, the policy creates space for linguistic diversity without turning language into a political contest. Education, after all, should heal social divisions rather than reinforce them. When children see their languages respected in schools, they feel recognised and valued as citizens.
The effectiveness of language policies will depend largely on how well they are implemented in practice. Teachers need to have been trained using similar pedagogical approaches and must have access to appropriate teaching materials and institutional support. Although teaching in one’s native language may not be easy for educators trained primarily in a single language, teachers are expected to meet higher standards when employing multilingual and concept-based instructional methods. Furthermore, translating technical and modern scientific concepts into India’s many regional languages is a complex task requiring significant financial, human, and intellectual resources.
Consequently, teacher training has become an increasingly important factor, particularly because many educators were trained in systems that relied heavily on rote memorisation and monolingual instruction. Expecting them to adopt new pedagogical approaches without adequate training or support would be unrealistic.
Continuous professional development, resource creation, and academic autonomy are essential if the language vision of the NEP is to succeed.
There is also a need to guard against misinterpretation. The NEP does not impose any language on any region or community. Yet public debate often reduces complex educational ideas to oversimplified fears. Language has always been a sensitive issue in India, and the political misuse of this sensitivity can distort the educational intent of the policy. A calm and informed discussion is therefore essential.
Like other influential adults in a child’s life, parents play a significant role in their children’s development. Some parents believe that success is impossible without fluency in English and, as a result, overlook the cognitive needs of children during their formative years. The National Education Policy gently but firmly urges society to recognise that strong foundations in the mother tongue lead to better long-term learning outcomes and, ultimately, to stronger English proficiency.
In the long run, the language vision of the NEP has the potential to democratise education. When students understand what they are taught, dropout rates decline, confidence grows, and creativity flourishes. Education becomes an experience of growth rather than fear. This shift is particularly important for first-generation learners, for whom language often determines whether education empowers or excludes.
Email:--------------------------: drdeebaoffice@gmail.com
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