A three-language study model that aligns with NEP 2020
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Dr Yumnam Oken Singh
The National Education Policy (NEP) 2020 emphasizes the importance of multi-lingualism in India’s education system, advocating for the preservation of regional languages while ensuring National and global connectivity. This approach is particularly relevant for States like Manipur, which boasts of 29 indigenous languages alongside the dominance of Meiteilon (called Manipuri in general). In State schools, English, Manipuri, and Hindi lead the studies, even though English, Hindi, and Sanskrit dominate in National curricula. The proposed three-language study model for Manipur aligns with NEP 2020’s vision by balancing linguistic diversity, cultural preservation, and academic competitiveness.
The Three-Language Formula
NEP 2020 recommends the three-language formula, allowing States to adapt it based on regional needs. This model ensures flexibility, preventing linguistic imposition while fostering multilingual competence.
1. Primary Level (Grades 1–5): Foundation in Mother Tongue and Early English
· Mother Tongue/Closest Indigenous Language: Medium of instruction to enhance cognitive development and early literacy.
· English: For National and global opportunities.
· Meitei/Manipuri: Taught as a link language for inter-community communication.
NEP stresses instruction in the mother tongue until Grade 5 to strengthen foundational learning. Familiar language instruction reduces alienation and improves enrolment. Early exposure to English, Meiteilon, and an optional language (Hindi or any other tribal languages of Manipur) ensures gradual proficiency without cultural erosion. This model adheres to this principle while introducing English early to prepare students for future academic demands. Studies show that children learn best in their mother tongue, leading to better comprehension and retention. But it is not always possible in a multilingual situation. Here, the link language has a paramount role to play.
2. Middle School (Grades 6–8): Transition to English with Hindi
· English: Becomes the primary medium of instruction to align with National and global academic standards.
· Hindi: Offered as an elective subject for National importance and commercial communication.
· Mother Tongue/Manipuri: Optional but encouraged to maintain cultural ties.
NEP advocates for flexibility in language choices, discouraging forced imposition. This model respects student agency by making English and Hindi compulsory as no one can deny their importance. English proficiency ensures access to higher education and competitive exams. Hindi as an elective facilitates interaction with other States without marginalizing local languages. At the same time, it addresses concerns of linguistic hegemony while promoting inclusivity as mother tongue/link language is still offered to preserve identity.
3. High School (Grades 9–12): Focus on Global Competitiveness
· English: Primary medium for STEM and humanities to ensure career readiness.
· Indigenous Language/Manipuri/Hindi : Elective to deepen proficiency or explore cultural roots.
· Optional Foreign/Classical Language : Choices like Sanskrit, French, German, Japanese, Chinese, or Korean to cater to diverse interests.
NEP highlights the importance of offering foreign languages at the secondary level to promote global citizenship. Strictly adhering to at least two Indian languages out of the three would limit the future scope of the aspiring children in the modern age. English might also be considered as one of the Indian languages, even though it did not originate in the country. English proficiency opens doors to higher education and global job markets. After all, our official languages are English and Hindi. Electives in indigenous languages prevent erosion of linguistic heritage. Foreign language options cater to students’ aspirations, whether for classical studies or modern careers. This model integrates NEP recommendations while retaining local language options.
The model ensures students graduate with proficiency in at least three languages without overwhelming them. It prioritizes mother tongues for foundational learning, English for academic and professional growth, and a flexible third language (Meiteilon, Hindi, or foreign) based on preference.
Digital Support for Distance Learning
To address challenges in teaching multiple languages, digital tools (eg, Duolingo for Hindi), e-books in indigenous languages, and AI translation tools can supplement classroom learning. The Government needs to develop a National online language learning platform for as many indigenous languages as possible. Students studying in schools, anywhere in the country where his/her mother tongue is not available, should be allowed to study it through the online system. This would make sure the student is in touch with the native culture wherever he/she studies.
The model aligns with NEP’s goals of holistic education by preparing students for national exams (where English and Hindi are common). It also enables global mobility through English and foreign language options, at same time strengthening cultural identity via local language courses.
Conclusion
Manipur’s three-language model, as outlined here, embodies the spirit of NEP 2020 by merging cultural preservation with modern educational needs. It avoids the pitfalls of linguistic imposition while equipping students with skills for local, National, and global spheres. By leveraging digital tools and flexible curricula, this approach can serve as a template for other linguistically diverse regions in India. In embracing multilingualism with choice, Manipur can turn its linguistic diversity into an asset—fostering unity without uniformity and progress without erasure.
The writer is Assistant Professor, Central Agricultural University, Imphal
The National Education Policy (NEP) 2020 emphasizes the importance of multi-lingualism in India’s education system, advocating for the preservation of regional languages while ensuring National and global connectivity. This approach is particularly relevant for States like Manipur, which boasts of 29 indigenous languages alongside the dominance of Meiteilon (called Manipuri in general). In State schools, English, Manipuri, and Hindi lead the studies, even though English, Hindi, and Sanskrit dominate in National curricula. The proposed three-language study model for Manipur aligns with NEP 2020’s vision by balancing linguistic diversity, cultural preservation, and academic competitiveness.
The Three-Language Formula
NEP 2020 recommends the three-language formula, allowing States to adapt it based on regional needs. This model ensures flexibility, preventing linguistic imposition while fostering multilingual competence.
1. Primary Level (Grades 1–5): Foundation in Mother Tongue and Early English
· Mother Tongue/Closest Indigenous Language: Medium of instruction to enhance cognitive development and early literacy.
· English: For National and global opportunities.
· Meitei/Manipuri: Taught as a link language for inter-community communication.
NEP stresses instruction in the mother tongue until Grade 5 to strengthen foundational learning. Familiar language instruction reduces alienation and improves enrolment. Early exposure to English, Meiteilon, and an optional language (Hindi or any other tribal languages of Manipur) ensures gradual proficiency without cultural erosion. This model adheres to this principle while introducing English early to prepare students for future academic demands. Studies show that children learn best in their mother tongue, leading to better comprehension and retention. But it is not always possible in a multilingual situation. Here, the link language has a paramount role to play.
2. Middle School (Grades 6–8): Transition to English with Hindi
· English: Becomes the primary medium of instruction to align with National and global academic standards.
· Hindi: Offered as an elective subject for National importance and commercial communication.
· Mother Tongue/Manipuri: Optional but encouraged to maintain cultural ties.
NEP advocates for flexibility in language choices, discouraging forced imposition. This model respects student agency by making English and Hindi compulsory as no one can deny their importance. English proficiency ensures access to higher education and competitive exams. Hindi as an elective facilitates interaction with other States without marginalizing local languages. At the same time, it addresses concerns of linguistic hegemony while promoting inclusivity as mother tongue/link language is still offered to preserve identity.
3. High School (Grades 9–12): Focus on Global Competitiveness
· English: Primary medium for STEM and humanities to ensure career readiness.
· Indigenous Language/Manipuri/Hindi : Elective to deepen proficiency or explore cultural roots.
· Optional Foreign/Classical Language : Choices like Sanskrit, French, German, Japanese, Chinese, or Korean to cater to diverse interests.
NEP highlights the importance of offering foreign languages at the secondary level to promote global citizenship. Strictly adhering to at least two Indian languages out of the three would limit the future scope of the aspiring children in the modern age. English might also be considered as one of the Indian languages, even though it did not originate in the country. English proficiency opens doors to higher education and global job markets. After all, our official languages are English and Hindi. Electives in indigenous languages prevent erosion of linguistic heritage. Foreign language options cater to students’ aspirations, whether for classical studies or modern careers. This model integrates NEP recommendations while retaining local language options.
The model ensures students graduate with proficiency in at least three languages without overwhelming them. It prioritizes mother tongues for foundational learning, English for academic and professional growth, and a flexible third language (Meiteilon, Hindi, or foreign) based on preference.
Digital Support for Distance Learning
To address challenges in teaching multiple languages, digital tools (eg, Duolingo for Hindi), e-books in indigenous languages, and AI translation tools can supplement classroom learning. The Government needs to develop a National online language learning platform for as many indigenous languages as possible. Students studying in schools, anywhere in the country where his/her mother tongue is not available, should be allowed to study it through the online system. This would make sure the student is in touch with the native culture wherever he/she studies.
The model aligns with NEP’s goals of holistic education by preparing students for national exams (where English and Hindi are common). It also enables global mobility through English and foreign language options, at same time strengthening cultural identity via local language courses.
Conclusion
Manipur’s three-language model, as outlined here, embodies the spirit of NEP 2020 by merging cultural preservation with modern educational needs. It avoids the pitfalls of linguistic imposition while equipping students with skills for local, National, and global spheres. By leveraging digital tools and flexible curricula, this approach can serve as a template for other linguistically diverse regions in India. In embracing multilingualism with choice, Manipur can turn its linguistic diversity into an asset—fostering unity without uniformity and progress without erasure.
The writer is Assistant Professor, Central Agricultural University, Imphal
