Three Language Policy

Why in News?

The conflict between Tamil Nadu and the central government over the implementation of the Three Language Policy under the National Education Policy (NEP) is intensifying. The Centre has linked it to the Samagra Shiksha Fund grant, which Tamil Nadu’s Chief Minister has accused of interfering with state rights and withholding funds.

What is the Three Language Policy?

The Three Language Policy in the Indian education system is an attempt to maintain linguistic balance while strengthening national unity. 

• It aims to connect students with linguistic diversity and promote multilingualism. This policy emphasizes learning three languages, keeping in mind the linguistic landscape of different states.
• Language plays a crucial role in an individual’s cognitive development. The Three Language Policy promotes multilingualism and national harmony by encouraging students to learn multiple languages at the school level, enabling them to communicate effectively in a multilingual society.
• Structure of the Three Language Policy: Under this policy, students are required to learn three languages:
  • First Language: This is the mother tongue or regional language, helping students stay connected to their cultural roots.
  • Second Language: In Hindi-speaking states, it is either another modern Indian language or English. In non-Hindi-speaking states, it is either Hindi or English.
  • Third Language: In Hindi-speaking states, it is English or another modern Indian language. In non-Hindi-speaking states, it is English or another modern Indian language.
• Historical Background: 
  • The roots of the Three-Language Formula can be traced back to the recommendations of the Radhakrishnan Commission. The commission suggested that every citizen should be familiar with their regional language, the federal language (Hindi), and be capable of reading books in English.
  • Later, the Kothari Commission (1964-66) further developed this idea, leading to its incorporation into the National Education Policy (NEP) of 1968, making it a mandatory part of school education.
  • The 1986 NEP retained the Three Language Policy.
  • The National Education Policy (2020) made the policy more flexible, with no mandatory requirement for Hindi.
    • States are now free to decide which three languages they will include in their curriculum, as long as at least two of them are Indian languages.
    • Sanskrit has been allowed as an optional third language.
    • The policy prioritizes mother tongue/home language and English for primary education.
    • While earlier policies introduced language learning at the secondary level, the new policy emphasizes early childhood language education.

Historical Background of Anti-Hindi Language Movement in Tamil Nadu

The history of anti-Hindi movements in Tamil Nadu dates back nearly a hundred years. The state has witnessed multiple protests and movements over language issues, which continue to influence its policies today. Unlike Kerala and Karnataka, which adopted the Three-Language Formula, Tamil Nadu has always adhered to the Two-Language Policy (Tamil and English) and has consistently opposed the imposition of Hindi.

• The roots of the anti-Hindi sentiment in Tamil Nadu can be traced back to 1937, when C. Rajagopalachari’s government in the Madras Presidency proposed making Hindi compulsory in secondary schools. This decision was met with strong opposition from the Justice Party, which launched protests. During the agitation, two students, Thalamuthu and Natarajan, lost their lives, and they became symbols of the anti-Hindi movement. Eventually, facing intense resistance, Rajagopalachari had to resign from his position.
• In the 1960s, when the central government set a deadline to make Hindi the national language, large-scale violent protests erupted across Tamil Nadu. The demonstrations saw incidents of police action and self-immolation, resulting in the deaths of more than 70 people.
• Due to these movements, in 1968, Tamil Nadu officially adopted the Two-Language Policy (Tamil and English) and refused to introduce Hindi into its school curriculum.
• Now, in 2025, the National Education Policy (NEP) 2020 has reignited the language debate. The Union Education Minister has linked the Three-Language Formula to educational funding, stating that Tamil Nadu will not receive ₹2,150 crore under the Samagra Shiksha Abhiyan (SSA) unless it accepts the policy. In response, Tamil Nadu Chief Minister M.K. Stalin has strongly opposed the move and has written a letter to Prime Minister, accusing the central government of withholding the state’s education funds.

Language Provisions in the Indian Constitution

The Indian Constitution recognizes the country’s linguistic diversity and includes several provisions to preserve and promote languages.

• Article 343 designates Hindi in Devanagari script as the official language of the Union. It also mandates the use of international numerals. However, to ensure smooth administrative transition, English was permitted for official use for 15 years after the Constitution was enacted.
• Article 346 lays down provisions for official communication between states and the Union. Generally, the recognized language of the Union is used for such communication. However, if two or more states mutually agree to use Hindi, it can be adopted as their official language for communication.
• Article 347 grants the President of India the power to recognize a language as an official language of a state if a substantial portion of the population demands it. This ensures linguistic representation for communities within a state.
• Article 350A directs the government to ensure that primary education is provided in the child’s mother tongue. This is particularly important for linguistic minorities, allowing children to learn in their native language while preserving their cultural identity.
• Article 351 empowers the central government to take steps for the development of Hindi. This includes enriching the language, incorporating elements from other Indian languages, and making Hindi an effective medium of expression for the entire nation.

Arguments in Favor and Against the Three-Language Formula

• Arguments in Favor
  • The Three-Language Formula is seen as a tool for maintaining national unity despite India’s linguistic diversity. Learning Hindi as a link language can facilitate communication among people from different states.
  • The policy claims to promote regional languages by allowing students to learn their mother tongue alongside other Indian languages. This helps in the preservation and enrichment of local languages.
  • Studies show that education in the mother tongue improves cognitive development and enhances learning outcomes. Teaching in local languages benefits students from marginalized communities, ensuring equal opportunities for all.
  • Education falls under the Concurrent List of the Indian Constitution, granting the central government the authority to frame education policies. The Three-Language Formula is a constitutionally valid initiative aimed at improving education quality.
• Arguments Against
  • States like Tamil Nadu, Puducherry, and Tripura have strongly opposed the policy, viewing it as an attempt to impose Hindi. They argue that Hindi-speaking states are not required to learn any South Indian language, making the policy unbalanced.
  • Despite the policy’s intent, in practice, languages other than Hindi often receive less importance. Many schools lack teachers for South Indian or Northeast Indian languages, resulting in Hindi’s dominance.
  • For non-Hindi speaking students, learning an additional language like Hindi can add to their academic burden. It divides their time and resources, potentially affecting their performance in other subjects.
  • States should have the autonomy to decide their language policies based on their cultural and linguistic needs. Imposing a uniform language policy goes against the principles of federalism and state rights in India.

Potential Solutions and the Way Forward

• Greater Autonomy: States should have greater flexibility in implementing the Three-Language Formula, allowing them to choose languages based on their linguistic, cultural, and educational requirements.
• Linguistic Diversity: Hindi-speaking states should also be encouraged to teach South Indian and Northeast Indian languages in their curriculum. This would help maintain a language balance and encourage mutual acceptance of Hindi in non-Hindi states.
• Government Initiatives: The government should introduce special initiatives to promote linguistic diversity by increasing awareness of regional literature, culture, and educational resources in different Indian languages.
• Teacher Training: A successful implementation of the Three-Language Formula requires well-trained language teachers. Special training programs should be launched to ensure qualified educators for different Indian languages.

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