By: Dipak Kurmi
The ongoing debate about whether education should be imparted in English or regional languages has been a recurring theme in post-independent India. This conversation touches upon our cultural identity, socio-economic mobility, and the future of our nation’s youth. While promoting local languages in higher education is a step toward increasing inclusivity and preserving India’s rich linguistic heritage, it also presents challenges that could potentially impact the quality of education, especially in the fields of science, technology, and engineering. The question that now looms large is how to strike the right balance between preserving our local languages and equipping the next generation with the tools they need to thrive in a globalized world dominated by English.
The Historical Context: English and Indian Education
English was not introduced into the Indian education system by choice; it was a colonial imposition. During British rule, the promotion of English was seen as a way to create a class of administrators who could act as intermediaries between the colonial rulers and the local population. The Macaulay Minute of 1835 famously argued for the introduction of English as the medium of instruction, a move that, over time, shaped the Indian education system. While it did help Indians access knowledge from the Western world, it also had an unintended consequence: sidelining India’s rich tapestry of regional languages.
Ironically, the colonial administrators who imposed English also took the time to learn native languages and study Indian knowledge systems, producing scholarly works that highlighted the vast intellectual wealth of India. In doing so, they unwittingly helped preserve and document much of India’s ancient wisdom, science, and philosophy. However, as English continued to dominate in education, it became the language of power, social mobility, and access to jobs. Over time, proficiency in English became synonymous with success, creating a linguistic divide between the English-speaking elite and the regional-language-speaking masses.
The New Push for Regional Languages in Higher Education
The National Education Policy (NEP) 2020 marked a significant shift in how India views education. One of its most notable aspects was the emphasis on promoting regional languages in the education system, with the aim of making education more accessible and inclusive. The policy’s focus on nurturing local languages, even in fields like science and technology, has sparked both excitement and concern.
On one hand, the policy is seen as a long-overdue recognition of India’s linguistic diversity. On the other, critics argue that promoting regional languages in higher education, particularly in specialized fields like engineering, medicine, and science, could undermine the quality of education. Some states have already begun translating science, engineering, and medical textbooks into local languages, which, while preserving these languages, may not serve the needs of students aiming to compete in a globalized world.
Challenges in Implementing Regional Languages in Higher Education
There are several challenges associated with introducing regional languages into the higher education system, particularly in fields where English is the global language of communication. While India’s regional languages are rich in literature, history, and cultural heritage, they have not yet evolved to accommodate the highly technical vocabulary required in modern science and technology. This presents a significant hurdle for students studying in regional languages, who may find it difficult to access the latest global research, scientific papers, and technological advancements, all of which are predominantly available in English.
Moreover, the push for regional languages in higher education has not been uniformly implemented across the country. Many state universities already allow students to write their exams in regional languages, but these options are rarely exercised. Even before the NEP 2020, some states had provisions to promote regional languages in higher education, yet the adoption of these measures remained minimal.
A further issue is that policy changes primarily affect students in public sector institutions. It is a well-known fact that the children of government officials, politicians, and even the most vocal activists of regional language promotion do not typically study in public institutions. Instead, they attend private schools and universities where English remains the medium of instruction. This creates a paradox: the push for regional languages in higher education is often “for others, not for me,” as those advocating for these changes are not personally affected by them. This selective approach exacerbates the linguistic divide, with students in public institutions facing challenges that their counterparts in private institutions do not.
The Importance of English in Science, Technology, and Global Connectivity
Despite the emphasis on regional languages, English remains the lingua franca of the global knowledge economy, particularly in fields like science, technology, engineering, and medicine. The majority of cutting-edge research papers, technical manuals, and patents are published in English, and fluency in the language is essential for accessing this knowledge. As India aims to become a global leader in areas like artificial intelligence (AI), space exploration, and biotechnology, it is vital that our students are equipped with the ability to engage with the global scientific community.
English is the bridge that connects various sections of Indian society and links us to the rest of the world. In a country as diverse as India, where hundreds of languages are spoken, English serves as a common medium of communication that allows for national integration. It also connects India to the global workforce, where English is often the dominant language. In an era dominated by AI, the digital revolution, and globalization, English proficiency is no longer a luxury but a necessity for anyone aspiring to work in competitive industries.
One of the primary concerns surrounding the promotion of regional languages in higher education is whether students who are educated in these languages will be able to compete on the global stage. How can India produce world-class engineers, scientists, or doctors if they are not fluent in the language that dominates their fields? The global workforce, especially in technology-driven sectors, operates primarily in English. Whether we are preparing students for careers in multinational companies, research institutions, or space exploration, their ability to understand and communicate in English will be crucial to their success.
Finding a Balanced Approach: Bilingual Education
A possible solution to this dilemma is adopting a bilingual approach in higher education. This would involve teaching complex scientific concepts and technical subjects in both English and the regional language, ensuring that students have access to the global knowledge pool while also promoting their linguistic and cultural heritage. A bilingual model could allow students to develop proficiency in English while still engaging with their native language, thereby striking a balance between inclusivity and quality.
However, care must be taken to ensure that the push for regional languages does not lead to a decline in the quality of higher education, especially in critical fields like science and technology. Language chauvinism—an excessive focus on promoting one language at the expense of another—can erode the quality of education if not handled carefully. The goal should be to preserve and promote regional languages without undermining the role that English plays in connecting India to the global knowledge economy.
Avoiding the Linguistic Divide
The debate over language in education is not new, but it has gained renewed importance in the context of the NEP 2020. While the promotion of regional languages in higher education aims to make education more inclusive and reflective of India’s cultural diversity, it also raises concerns about the potential impact on the quality of education. As we navigate this complex issue, it is essential to recognize that English is the language of global science and technology, and proficiency in English is crucial for India’s future engineers, scientists, and technologists.
A balanced, bilingual approach that allows students to excel in both English and their regional languages may be the most practical solution. By doing so, we can preserve our rich linguistic heritage while ensuring that our students are equipped with the tools they need to thrive in an increasingly globalized world. In the end, the goal should be to create an education system that is inclusive, equitable, and capable of preparing India’s youth to meet the challenges of the future.
(The writer can be reached at dipakkurmiglpltd@gmail.com)
