Relevance of Hindi and Regional Languages Education in Globalised Era

On September 14^th India commemorated ‘Hindi Divas’. It was on this day in 1949 when Hindi (Devnagari script) was adopted as the Official Language by the Constituent Assembly of India.  Being among the handful preschools in the country to impart structured Hindi early childhood education programme weaved into the main English programme curriculum from playschool (1.5 years) onward, we celebrate this day every year at our preschool.  We firmly believe in the importance of multilingual education. As long as there is consistent exposure, children can learn up to 21 languages when in preschool. As compared to children who just speak just one language bilingual children can communicate better, read more, decode words effectively, are very creative and are good at problem solving. A 1974 UNESCO report on interactions between Linguistics and mathematical Education underlined the interdependence of language skills and mathematical skills. 

Isn’t it ironical then how despite India’s much touted multilingualism, India’s education system has failed to impart proficient language skills thereby translating into communicative incompetency? The failure to incorporate a tactical, dynamic and skill-oriented policy for language education has led to a divide – between English and the regional languages. As a result, most Indians are neither proficient in English nor the regional languages. The few Indians who know English proficiently are inept in regional languages and the ones who are proficient in regional languages aren’t so in English.

English has of course been gaining ground so far over the other vernacular mediums including Hindi for the obvious saleability and ‘prestige’ factor associated with it. An English graduate with second class is far likelier to be given a job rather than a first-class graduate in a regional language with second language as English.

India follows a three-language education policy - regional language, English and Hindi. However, arguably, the curricular objectives of teaching regional language, Hindi and English have to be clearly defined. Skill oriented teaching of Hindi and prose in regional literatures are hardly pursued. Moreover the approach to language education is rigid. There is no distinction between teaching language as a subject and using language as a medium. 

Languages are interdependent and critical in both formal and non-formal education. Given that literacy is primarily a language related competence, is it a surprise that a nation speaking 700 languages has yet to achieve 100% literacy levels? In a multilingual nation like India it is imperative to work out ways to seam languages - those spoken at home and at school.  We need to expose children to languages simultaneously early on; particularly at the rural levels. The sudden introduction of formal English or second language post-primary after being exposed to monolingual education throughout primary education perpetuates inequalities. The need of the hour is to work out a strategic bilingual pre-primary and primary education programme for a structured and integrated transfer from home to school language.

It is time we stopped politicising language study and bracket communities or strata as per the language spoken. No language has more credence over the other. Hindi is the third most spoken language in the world after Mandarin Chinese and English. Even the US has designated Hindi as a ‘super-critical needs language’, among the topmost category of languages in the new century. China has introduced study of Hindi in many of its universities. Hindi is also expected to figure among the six global languages in the coming centuries. Undoubtedly, we need our citizens to be proficient in English keeping in mind its universal appeal. However, the essence of the study of Hindi, English and regional language is complementary. It isn’t competitive. How can one touch the mind and the other the heart?