Language Policy in Tamil Nadu and the Three-Language Formula

Tamil Nadu has consistently adhered to a two-language policy, resisting the implementation of the three-language formula promoted by the Centre. This formula, although not novel, has shown mixed results in various states, particularly in the Hindi-speaking regions where it has failed to inculcate the learning of other state languages.

Historical Context and Educational System

• The language issue in India has been historically contentious, largely because language was traditionally viewed as merely a medium of instruction rather than a tool for thinking and self-expression.
• Education in the colonial era was primarily about instruction, and only in the mid-20th century did educational theory begin recognizing the importance of language for exploration and learning.
• European countries have made significant strides by improving teacher training and curricula to accommodate these new perspectives, a shift that India has been slow to adopt.

Post-Independence Language Policy

• Post-Independence, language was considered crucial for national integration, though debates on a national language and the official language of the Union proved complex.
• Hindi, despite its widespread use, faced internal conflicts regarding its varieties and was central to debates in education, national integration, and constitutional goals.
• The dominance of English-medium schools, although limited in number initially, became a significant factor in educational policy discussions.

Three-Language Formula and Its Challenges

• The three-language formula was an initiative supported by the Central Advisory Board of Education (CABE), which played a crucial role in consensus-building in educational governance.
• Despite the formula's intent to balance language education, its implementation often faltered, especially with varying standards and priorities among states.

Current Issues in Language Education

• The main challenge in language education today lies not in policy formulas but in maintaining educational standards.
• While science and mathematics standards have been influenced by coaching institutions, language teaching remains neglected, leading to poor proficiency among students.
• In states like Andhra Pradesh, efforts to adopt English as the medium of instruction have faced obstacles due to teachers' limited proficiency in English.
• Private low-budget English-medium schools are thriving, using English as a selling point, yet often failing to deliver quality education.
• Languages like Hindi suffer as they are often relegated to preserving cultural heritage rather than facilitating engaging and effective learning.
• The decline in reading habits among students signifies a broader issue in language education, where the focus is on early reading skills without fostering a lifelong reading culture.