The Sanskrit-German controversy

The recent controversy of Sanskrit ‘replacing’ German as the third language has indeed opened a can of worms with respect to the status of language education in India. While various factions have defended this move led by an almost extinct group of Sanskrit scholars many have opposed it too. As tempting as it might seem to derive that the move has been conjured through saffron-tinted glasses, it has nonetheless highlighted critical issues plaguing our education system.
  

One, that teaching of German in Kendriya Vidyalaya schools isn’t truly in-sync with the three language formula as drafted in the National Education Policy, 1968 (revised in 1986 and 2005) which has stated that the preferred medium of instruction should be the mother tongue with a progressive introduction of other languages like Hindi, English and a ‘modern’ Indian language from middle-school (grades 6 to 8). Whether Sanskrit now falls in the purview of ‘modern’ Indian language, is up for debate, but definitely German doesn’t fall into the picture.

How did we even come to pass such a massive blunder? German was introduced as a supplemental activity outside school hours in 2009. It wasn’t part of the core curriculum. It was only when it started becoming popular that in 2011, it was introduced as a third language option at the middle school level in 2011 in Kendriya Vidyalayas. Understandably, one has to question the legitimacy of introducing a language as restricted as German (spoken mainly in Germany and Austria). Why was the government sleeping for all these three years? Also, the shift from Sanskrit to German had hampered the situation with teachers of Sanskrit being forced to learn German through short tutorials and teach the students! One can only imagine the resultant quality of teaching.

It also brings us to the main issue which is the ironic failure of dispensing an effective language education in a multi-lingual nation such as ours. How can any language be taught in isolation? For a language to thrive it needs to be spoken and hence such avenues for speaking the language are critical. Naturally, the more the number of avenues to apply the language skill, the more is the hunger for getting back to it and deriving more from it.

Why must we pit one language against the other or politicise the issue? Numerous research papers have indicated that children are known to pick up to 21 languages simultaneously if exposed to it consistently since infancy.  So, clearly the issue isn’t of adding another language to the curriculum. The question isn’t as much in terms of utility too especially when it comes to languages since it is deeply entrenched within the culture of a people. Especially Sanskrit, which contains the ancient wisdom of Vedas, Puranas and Upanishads, and which has now caught the fancy of the western world.

I remember studying Sanskrit during my school years. It was hardly pleasant as is the case due to improper comprehension of the principles governing a language. The grammar in Sanskrit is extremely structured but given the basic principle of rote learning and mugging up information, it makes it even tougher. How do we inculcate a genuine love of learning for the language/subject?  The real issue has been universal across all aspects of Indian education system. The issue has always remained of dispensing quality and outcome-centric education through trained and expert faculty, guided by a well-researched and effective pedagogy. 

Each year lesser number of students are opting for Sanskrit in universities in spite of falling cut-offs. Apart from teaching there are hardly any other career opportunities for students majoring in Sanskrit. There is a gross lack of funds for students pursuing doctorates and research work. Clearly, language education and interdependence of cognitive-linguistic skills has been grossly misinterpreted and delved into. Pedagogy needs to be reinvented in its entirety. Research and study in languages also must be promoted and funded in a consistent and well thought out approach. Teacher education programmes must be tailored to cater to the current context and its challenges. The essence of language education in terms of its extension to learning across spheres must be realised.

A language needs to be well integrated into the lives of people to be duly propagated. It’s time we analyse the outcomes we are aiming for in terms of language education, define them when none exists and redefine the obsolete.