Language education and NEP 2020

This thematic paper examines the transformative approach to language education as outlined in the National Education Policy (NEP) 2020. Recognizing that multilingualism has significant cognitive benefits for young learners, the policy mandates that the medium of instruction until at least Grade 5 and preferably until Grade 8 and beyond should be the home language, mother tongue, local language, or regional language. This shift aims to bridge the gap between spoken and taught languages to enhance conceptual understanding. The paper analyzes the implementation of the three-language formula, which is characterized by greater flexibility and ensures that no language is imposed on any state, provided that at least two of the three languages are native to India. Furthermore, the study explores the policy’s strategy to mainstream Sanskrit as an experiential and contemporary option at all levels of education, alongside other classical languages such as Tamil, Telugu, Kannada, Malayalam, and Odia. The inclusion of foreign languages at the secondary level is also discussed as a means to foster global knowledge and mobility. Key institutional reforms are highlighted, including the establishment of the Indian Institute of Translation and Interpretation (IITI) and the use of technology to support language learning through platforms like DIKSHA. Finally, the paper evaluates the policy's emphasis on recruiting bilingual teachers and the integration of language with art and culture to preserve India’s linguistic wealth. The findings suggest that NEP 2020 views language not merely as a communication tool but as a vital vessel for cultural identity, national integration, and holistic development.