Medium of Instructions

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MEDIUM OF

INSTRUCTION

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ContentsContents ................................................................................................................ 2

Introduction ........................................................................................................... 3

History ................................................................................................................... 5

English Language Role in Todays World ............................................................ 6

Regional Language Importance in the Indian Context ...................................... 11

Solutions ............................................................................................................. 12

3 Language Formula ............................................................................................ 14

Disadvantages .................................................................................................. 15

Advantages ...................................................................................................... 16

Conclusion ........................................................................................................... 17

Bibliography ....................................................................................................... 19

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Introduction

The topic of this paper is medium of instruction. The paper will not include the

language debate in general and will focus only on the impact of language in

education sector. The aim of this paper will be to examine the English versus the

regional language debate specifically limiting to the education sector. The

researcher has chosen an article format for presenting the paper. The paper will

in detail look at the advantages of having English language, subsequently

moving on to the advantages of the regional languages and disadvantages of

the same shall also be discussed. The paper will briefly touch upon the history of

medium of instruction in educational field. The researcher will also deal with

various policies adopted by India enunciating the road to be taken with respect

to education. In the last part of the paper, the researcher intends to search for a

wholesome solution or a middle path which would solve the debate. In

connection to the solution a special emphasis will be laid on the 3 language

formula and its implementation in the current education system.

The paper proceeds with the hypothesis that Complete Shift as a Medium of

Instruction, is desired consequence in the long term despite the problems and

obstacles to it

It is a well known fact that India is a country which is widely known for its

diversity. There are many languages and many dialects of the same, so much is

the variety that in the past it has led to conflicts with regard to deciding a

national language. The origin of the conflict was soon after independence while

deciding which language should be considered the national language. However

while deciding the national language, Hindi was considered as one option. Even

though Hindi would be easier to adapt for the northern States, the non Hindi

speaking States vehemently opposed Hindi as a national language. To reconcile

this conflict, the VIII Schedule of the Constitution of India lists 22 languages

which are considered the national language with Hindi as the official language

and English as the associate official language.

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Hence we see that the language debate has been one which is not of very recent

origin and to this day it continues to be an issue. With increasing individualism

and regionalism, we see the debate about language catch on again. One of the

new angles to this debate is regarding the medium of instruction which should

be followed in educational institutes.

This paper will focus on medium of instruction in primary education and the

impact it has on the secondary or higher education. It is not possible to

disassociate an action without judging the possible consequences it has over

future decisions. Hence it is important to not only focus on primary education

but also touch upon secondary education or higher education as both are

important for the overall sustainable growth of the person.

With the current trend of globalization and increase in transactions at a global

level, English has attained new importance as it is the most widely spoken

language in the World. Therefore the problem arises when the State is faced with

the dilemma whether English should be promoted over the other regional

languages. In a study conducted in 2004, it was observed that if a workers

probability of knowing English is reduced by 1% then over all it reduces his

weekly wage by 1.6%. This would result to the average reduction of 68% in wage

rate.1

Language is not merely a tool of communication and something that binds the

nation together. It is also a central issue to politics in a democratic set up such

as ours. Increasing regionalism is an internal threat to the countrys integrity and

hence it is not advisable to run away from this debate any longer. Any discussion

will generate more point of views and increase consensus regarding and merely

because English language is the most preferred language for economic reason, it

does not mean that the regional languages should be neglected. As a matter of

fact, the Indian Constitution in Article 350A categorically states that -

it shall be the endeavour of every state and of every local authority

within the state to provide adequate facilities for instruction in the mother-

tongue at the primary stage of education to children belonging to linguistic

minority groups.

1 S.Kapur and T.Chakraborty, English Language Premium: Evidence from a Policy

Experiment in India,http://www.isid.ac.in/~pu/conference/dec_08_conf/Papers/ShilpiKapur.pdfvisited on 6thAugust 2010

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History

Post independence, the States were reorganized on the basis of the Nehru

Committee Report 1928 which divided States on the linguistic basis. This was

done keeping in mind the objective that the masses which did not know English

could operate on regional language basis2. On the other hand we see Mahatma

Gandhi, who although did not oppose promotion of regional languages, firmly

believed that a common language must be promoted3. The common language

proposed by him was Hindustani which was a mix between Hindi and Urdu.4

One of the problems in the British era was that English education was an elitist

concept and only a privileged few had the access to English education notwithstanding missionary education5. Hence the idea of education post

independence was that where primary concern would be addressing the problem

of accessibility to education.

The change in education system with regards to language is not a recent

phenomenon and in fact can be dated back to 1948-49 with the setting up of the

Radhakrishnan Commission. The recommendation of commission was that India

should proceed to a system where regional languages would be employed as

medium of instruction in education system. Following this commission were

Official Language Commission, Emotional Integration Committee and lastly the

Report of the Committee of Members of Parliament on Education which gave the

nation a National Policy on Education6 (hereinafter referred to as NEP).7

An important movement was the Official Language Commission which was very

optimistic about usage of Hindi as a language. It created various institutions

such as the Board of Scientific and Technical Terminology in 1951 which came

up with technical terms or the Kendriya Hindi Shikshana Mandal which was set

up to promote and teach Hindi in the non Hindi areas. Basically, the

2 D.D.Laitin, Language Policy and Policy Strategy in India, Policy Sciences, Vol. 22 (3 &4) (1989) at 4183Id4 S.P.Mookerjee, Education in British India, Annals of American Academy of Politicaland Social Sciences, Vol. 233 (1944) at 355Ibidat 316

P.B.Gajendragadkar, The Medium of Instruction in Indian Higher Education: Thelanguage question, Minerva, Vol. 6 (2), (1967) at 2577Id

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Constitutional mandate seemed to be replacement of English as the official

language while substituting it with Hindi. However, this did not catch on for a

majority of the civil services area was used to dealing in English which was

considered an elite language. Secondly, many non Hindi states had an issue with

imposition of Hindi on them while the Hindi states did not have to learn any

south Indian language.8

Education is the subject matter of the Concurrent list in the Constitution of India,

which basically means that the State and the Centre both can legislate on the

matter. However, in case of conflict, the Centre will be given more weightage.

The possible reason for giving State the legislative power over legislation is that

it would be logistically easier for the State to enforce laws and the States are

more in touch with the need of the people and their specific natures which

changes from place to place.

Whilst dealing with the term vernacular medium of instruction, the underlying

assumption of this paper is that since India is a nation with several languages

and each State has its own language, vernacular language would mean States

official language as opposed to teaching in mother tongue or one vernacular

language for the whole nation. It is abundantly clear to the mind of theresearcher supported by the intent of the Constitution, that the framers

understood the importance of the regional language and did not expect one

language for the entire country. Moreover, it is not possible for a nation with so

many national languages to have one language as a common language for all as

regional interests and other depending factors would have to be compromised

upon.

English Language Role in Todays World

English is one of the most spoken language across the world, an estimate of

about 250 350 million non native speakers9 which means that there are a huge

number of people who converse and communicate in English even though it is

not their own language or native tongue.

8

Supra note 2 at 4129http://www.vistawide.com/languages/language_statistics.htmvisited on 4th August2010

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In the world where people interact with each other across international

boundaries, it is very important to have a language which is common to different

places and which can be used to effectively communicate. Colonization has

played a vital role in shaping the current world, it has also perpetuated English in

most nations of the world today so much so that even if the nations do not have

English as their native language they continue speaking English or using English

in official work in collaboration with their native language. The reason for this is

partly based in economics since the concept of market has gone international

and a majority of developed countries are European countries which have

English as their native language, if the rest of the world has to deal with these

powerful countries, and then it is in their interest to adapt the English

language10.

Keeping this in mind one can say that knowing English brings not only national

opportunities to the door step but also opens new avenues on the international

front. For instance, a person studying at National Law School of India University

since is well versed in English language, it would be easy for him/her to go and

study abroad or work at an international firm where he will be able to

communicate with other people better than someone who is not that well versed

in English. In fact, the research can go the extent of saying that a person well

versed in English is more likely to get selected in an interview for a job at an

international institution than someone who is not aware

One of the other benefits of learning English is that, in India, most of the higher

education, secondary education or technical education is in English medium,

hence knowing English provides one with more access to higher studies as

compared to someone who has studied in vernacular medium.11 It is not the

researchers submission that people studying from vernacular mediums do not

have access to better higher education. But it is common knowledge that it is

very difficult for them to follow the technical terminology or nuances of the

subject as the language employed is English. Unfortunately, we see that this has

also led to a high dropout rate or low rate of vernacular medium students opting

for higher education.12

10 B.B.Kachru, English as an Asian Language, http://www.accu.or.jp/appreb/09/pdf33-2/33-2P003-004.pdfvisited 2nd August 201011

V.Ramanathan, English is Here to Stay: A Critical look at Institutional and EducationalPractices in India, TESOL Quarterly, Vol. 33 (2) (1999) at 21712Supra note 2

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With regards intra state dealings, each State has its own regional language, and

in such circumstances, it would become very difficult and extremely expensive

to communicate in absence of a common language. Hence English fills this gap

of communication. The question then arises why, an alien language that

originated from our oppressors, should be chosen over the Indian regional

languages? The answer to this is fairly simple. Each State believes its language

is important and hence it would want its language should be the one common

language which should be followed. In such facts, it would be not only difficult

but almost impossible to choose a language as a common language for the

entire nation.

For example, when Hindi was to be chosen as the national language, the State of

Tamil Nadu vehemently opposed this move from the Central government and

instead preferred to continue in its own language. Moreover, leaving the political

or cultural aside, simple economics would tell us that it would not be feasible for

all States to pick up a common regional language. The costs would be massive,

from teaching people the new regional language to translating all documents

into the new regional language. Of course, the more important problem would be

reaching far off places in the State where a new language would be very difficult

to pick up.13

In most of the States although the regional language is one of the official

languages, the Higher Courts documents and other pan India institutions use

English in order to record information. This makes it easier to use it across the

nation and can be accessed by anyone.

As mentioned earlier, India is the second largest country to speak English, it

shows a growing trend which is moving with the rapid globalization.14 Most of the

higher education is also in English medium, hence if a person is from vernacular

medium, the transition from primary education to higher education would be

comparatively difficult than a person from English medium.15

13 J.Baldrige, Reconciling Language Diversity: The History and Future of Language Policyin India, http://www.ling.upenn.edu/~jason2/papers/natlang.htm visited on 1st August201014http://www.nationmaster.com/graph/lan_eng_spe-language-english-speakersvisited on

4th August 201015 R.S.Rajan, After Orientalism : Colonialism and English Literary Studies in India,Social Scientist, Vol. 14 (7) (1986) at 25

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As mentioned before choosing one language over the other could be a problem

and in that sense according to the researcher English is neutral language. Also in

the times when India is seeing extreme regionalism with one of its main issues

being low tolerance for other cultures and languages, English in that limited

sense promotes unity amongst people and maintains the much needed

harmony. English works as a link language, which means acts a link between

two parties or two entities trying to communicate.16

Fig. 1 : Top 10 languages in the World17

Fig. 2 : Top languages spoken18

16http://www.bbc.co.uk/languages/yoursay/language_and_identity/global_english/english_is_a_link_language.shtml visited on 2nd August 201017

G.Weber, Top Languages: Worlds Ten Most Influential Languages,http://www.andaman.org/BOOK/reprints/weber/rep-weber.htm visited on 30th July 201018Id

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http://www.bbc.co.uk/languages/yoursay/language_and_identity/global_english/english_is_a_link_language.shtmlhttp://www.bbc.co.uk/languages/yoursay/language_and_identity/global_english/english_is_a_link_language.shtmlhttp://www.andaman.org/BOOK/reprints/weber/rep-weber.htmhttp://www.bbc.co.uk/languages/yoursay/language_and_identity/global_english/english_is_a_link_language.shtmlhttp://www.bbc.co.uk/languages/yoursay/language_and_identity/global_english/english_is_a_link_language.shtmlhttp://www.andaman.org/BOOK/reprints/weber/rep-weber.htm


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From the above graphs we see that it is amply clear that English is one of the

most widely spoken languages and its impact will only grow in the coming years.

However the question remains whether it is feasible to convert completely to

English.

In India where there is not enough number of teachers, we find even fewer

teachers who are well versed in English and are willing to go and teach in the far

off or remote places in India. Hence we see there is a human resource

development problem. The other problem is that even if we find teachers who

are willing to go and teach in far off villages, they cannot possibly teach all

subjects in regional language because many are not fluent in the technical

meanings of the word even if it is our regional language.

One of the solutions which the National Knowledge Commission has recently

come up with to address the problem of lack of human resources by proposing

electronic medium of video conference so that there is no need of teacher. 19 As

noble as the idea is, in the coming few years or even decades, this might not

materialize for several reasons. Many far off places in India still lack basic

facilities like classrooms, infrastructure and more importantly electricity. For

electronic mediums to work, there has to be electricity, staff who knows how to

operate the machines, technicians who can provide logistic support in case the

19http://www.knowledgecommission.gov.in/downloads/documents/wg_engineer.pdfvisited on19th August 2010

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electronic medium is damaged, in case it is broken or damaged in anyway

replacing it or pinning the responsibility would be another herculean task. Even if

responsibility is being pinned, it might not ensure that damage is compensated.

Moreover, in schools a teachers role is not only to teach but to be in loco

parentis which means that they are responsible for the students over all well

being, keeping children under discipline and making sure they are paying

attention. In some cases, the family of the child is hesitant to send him to school

and in such circumstances, the teacher can convince the family and keep an eye

on the childs progress. Something that an electronic medium can never achieve

because a teacher is a leader and guide and not just someone who teaches

academics.

The above arguments clearly show that even though English is a rapidly growing

language, it is not possible or feasible to completely change the education

system to English medium one.

Regional Language Importance in the Indian Context

The 2001 census clearly indicates that Hindi is the most widely spoken language

in the country. About 41.03 % of the total Indian population speaks Hindi20,

notwithstanding the various dialects, however that still leaves about 59%

approximately who do not speak Hindi. This is a fairly large number and hence

for this reason one cannot expect the entire nation to pick up Hindi as the only

official language.

Language plays a very important role in framing the identity of a person and for

this reason one cannot undermine the importance of language. Studying in

vernacular also shows that children tend to understand concepts better as it isthe first language they speak. It is also an observation that with the increasing

usage of English, there is a sharp decline in the vernacular literature21. The

supporters of vernacular medium advocate that promoting vernacular language

is a duty under Art 350A.

20http://censusindia.gov.in/Census_Data_2001/Census_Data_Online/Language visited on5th August 201021 V.Baker, Native Language versus National Language Literacy: Choices and Dilemmas

in School Instruction Medium,http://www.literacy.org/sites/literacy.org/files/publications/baker_lang_issues_in_ed_global_96.pdfvisited on 10th August 2010

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We also notice that vernacular has more reach than English medium institutions

for there are established in every village and town in the State. The State run

schools are also often in the vernacular medium and hence there are teachers

who can teach in the regional language. Some of the teachers are chosen from

the village itself and hence can understand the ways and culture of the area

thereby assimilating the education in the system more effectively. We also see

that usually, the vernacular medium institutions charge lesser fees than their

sister English medium concerns. Hence one can conclude that vernacular

medium provides better accessibility even to the most remote of the place.

This is not to say that we must change to vernacular medium completely. A shift

to complete vernacular medium is not desirable because it limits options of the

person studying. For instance a person who is studying in vernacular medium

will find it very difficult to go to Harvard or any international university for the

simple reason that he/she is unable to communicate in English. The second

problem is that by studying all throughout in vernacular language, future

opportunities get reduced very steeply. As world is moving towards becoming

one global entity, it is difficult to remain isolated, by learning only regional

language, the opportunities that the person would get to get a job ininternational concerns. Another problem with complete vernacular education is

that students moving on to the higher education find it difficult to understand

completely technical terms. 22

Also in the current negative scenario where regionalism is on a rise, we see that

focusing too much on language and by not having any common ground, it could

be a serious threat to national integrity. Hence we come to the conclusion that it

is not feasible or in fact would be retrogressive to say that we must shift the

complete educational system to Vernacular.

Solutions

22 S.K.Tae et al, The Transition from English to Mother Tongue Chinese as Medium ofInstruction, http://www.springerlink.com/content/ghr666kgl61nr7q5/fulltext.pdf

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Now that we are aware that one can neither completely shift to vernacular

medium of instruction nor can a shift be made completely to the English medium

of instruction. We set on our endeavor to find a solution to this problem which

will give a sustainable angle to this problem.

One suggestion is to continue the present system, where complete education

will take place in the predetermined medium of instruction. The problem with

this system are already presented above. However, what can be suggested is

that special assistance be provided to the vernacular schools or students so that

whenever they want can assimilate in main stream English education system. By

special assistance, the researcher does not limit the scope to mere financial aid

but includes training programmes post schools which include crash course in

English. The drawback of this system is that a crash course will not provide the

thoroughness which 12 years of ordinary language training in education would

provide.

Second option with regard to special attention is that it can be mandated that

the Universities where the students want to join should give special attention to

these students by holding coaching classes where they can learn English. The

problem with this solution is that of thoroughness and the fact the students

would have problems assimilating with the entire college.

The Union Public Service Commission which conducts the civil services exams

allows the candidate to write the exam in English and Hindi as well. 23 Using the

same analogy, one could say that the entrance test exams should have the

option of giving it in Hindi as well.

The second option is to completely shift to English. The implications of this are

same as shifting to vernacular medium of instruction. It provides narrow

opportunities for Vernacular students who have already completed their

education from the vernacular schools. It creates class divide as the English

education is still restricted to the rich and elitist and many people still cannot

afford it. Hence leading to a class divide as the poor will not be able to afford

quality education which the rich can afford.24 Also the problem of access to

23http://www.upsc.gov.in/exams/notifications/csp2009/sec2-schm.htm24

G.Paton, Foreign Languages are Elitist Subjects,http://www.telegraph.co.uk/education/educationnews/7036261/Foreign-languages-are-elitist-subjects.html visited on 19th August 2010

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education arises which the researcher has already dealt with in the earlier part

of the project.

We notice that language and culture are very closely related and hence affect

each other. India is a nation of varied cultures and is considered rich in diversity.

It is this that makes the country unique from other countries. Oral traditions,

songs and folks stories are primarily based on languages which are regional in

their nature and ignoring language would mean intimately affecting them.25 By

imposing only one language, we see that the culture of our nation will not be

promoted or developed26. Therefore, it is not advisable that one language be

prescribed for the entire nation as it majorly compromises on the bond between

language and culture.

3 Language Formula

The 3 language formula has been suggested in the Indian education system for

quite a while now and like the debate is intends to resolve this idea has been

around for a long time. The first time it was spoken about was when the 1957s

Central Advisory Board gave a complex and vague idea of what the three

language formula should be27. The next time it was spoken about what in 1968

when the National Policy Resolution which came into existence on demand of

Non Hindi speaking States as they did not want Hindi to imposed on them at the

cost of their regional language.28 The next time we see this surface in when

National Policy on Education 1986 also spoke about it29. These policies merely

state the importance of 3 language formula. But since education is in the

concurrent list, it is usually left upto the State on how they would want to

implement this advice of the NEP. Hence we see that with regard to the 3

25 R.Freeman, Cultural Ideologies of Language In Precolonial India: A Symposium, TheJournal of Asian Studies, Vol. 57 (1) (1998) at 426 D.Crystal, English as Global Language, (2nd Edn., Cambridge University Press:Cambridge, 2003) at 1427Language in Education Policy and Practice in Asia and the Pacific,http://www2.unescobkk.org/elib/publications/110/Booklet%202%20-%20Language%20and%20Education%20Policies.pdfvisited 10th August 201028

http://www.education.nic.in/policy/npe-1968.pdfvisited on 3rd August 201029http://www.education.nic.in/cd50years/g/t/49/0T490401.htm visited on 3rd August2010

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language formula there is no one specific way of applying it and as of now Each

state has different ways of applying it.30

The way it currently operates is that the Hindi Speaking States have to apply the

3 language formula in the following pattern ; Hindi English and any modern

Indian language, preferably a south Indian language should be taught in that

order while the Non Hindi speaking states can teach Regional Language English

and Hindi in that order.31

Usually, the first language will be taught from the first standard, second

language from third or fifth standard and the third languages would be taught

from the standard the State deems fit. The reason Hindi is compulsory in both

forms is that it continues to be our official language and in relative sense has the

highest number of the population speaking it. Hence we see that the

implementation of this formula differs from each State and there is probably a

need for uniformity. But more on that later.

Disadvantages

The disadvantages of the 3 language formula are that since the formula

envisages multiple languages it could be difficult to implement. Another

persistent problem to the Indian education system here also plagues this

formula, it being the lack of human resources. It is quite difficult to get teachers

to teach the third language. For instance it would be difficult to find a teacher

who can teach South Indian languages as proficiently as the UGC guidelines

would mandate it to.32

Another question is that in case of the North Indian States, who should decide

what the third language should be will the State decide or the students? What

will be the basis of choosing a language? Will the teacher be provided by the

school?

30See Generally, S.Agarwal, Three Language Formula, (Gian Publishing House: NewDelhi, 1991)31

http://www.education.nic.in/cd50years/u/47/3x/473X0I01.htm visited on 3rd August201032Supra note 30

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In the current position, in the researchers personal opinion, the system is that

the school might provide a limited third language choice. However, if the student

wishes to pursue any other third language, he must avail the teachings of the

same at his / her own cost . Only help he will get from the school is that the

school will assist him to appear for an exam of the Education board.

In case the argument is that the students should get to choose which language

they would wish to learn, a big hurdle is the paucity of teachers for one might

chose a language but might be difficult to find teacher to teach that language.

This is a policy decision which has not been worked out by the Governments yet.

In the researchers view to attain uniformity, the onus is on the Centre to

implement a system whereby the 3 language formula can be applied

everywhere.

Another problem which might not appeal to people is that fact that this formula

mandates compulsory learning of one extra language. One might not want to

learn extra language, but by virtue of being affiliated to a board, he might have

to learn it

The 3 language formula does not take into consideration the different sub-

languages spoken in a State. For instances, the 3 language formula only allows

the option of choosing language which are listed in the VIII Schedule of the

Indian Constitution, thereby effectively negating other languages. Hence one

cannot learn Tribal languages under this formula.33

Advantages

The 3 language has many advantages which in the opinion of the researcher

over rule the disadvantages posed by it. The 3 language encourages

Multilingualism by compelling the people to learn an extra language, thereby

imbibing respect for the language and culture. This in turn contributes to the

national integrity and unity, because it increases tolerance of the people towards

other languages. The Ranganath Panel in 2009 also recommended this and

33 G.B.Nambissan, Language and Schooling of Tribal Children: Issues Relating to Mediumof Instruction, Economic and Political Weekly, Vol. 29 (42), (1994) at 2754

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supported its contention by also saying that the linguistic minorities are able to

learn and propagate their own language, this is of course subjected to the

availability of the teachers. It also says that the mother tongue of the child

should also be included in the options for studying and the onus is on the State

to provide for the same34

Since there is no hard and fast rule on how the formula has to be applied it gives

States the liberty to customize the formula to suit local conditions and

circumstances of the State.

Over all in the researchers opinion, the 3 language formula is an excellent

middle path which gives way for cognitive growth, social tolerance, divergent

thinking and scholastic achievement to quote the National CurriculumFramework.35

Conclusion

It is the obvious conclusion of the researcher that the hypothesis is wrong. One

cannot choose one language over the others as a common language in a

diversified nation as India. As mentioned in paper above, the vernacularlanguages have their own advantages or disadvantages as does English

Language has.

One possibility is that in long term, the State could aim to set up Vernacular

universities which deal with all technical subjects, thereby promoting Article

350A obligations. As of now it, might not be feasible right now and if set up on

short term basis , it would limit choice for technical education cannot be

provided as it required great investments in the human resource department

and infrastructure.

Hence in the opinion of the researcher, the 3 Language formula finds a mid way

between English and Vernacular debate, whilst addressing the disadvantages of

both the languages. True that there is no concrete policy on how the formula

should be implemented and the opinion of the NEP or National Curriculum

34

http://snapbengal.org/snapnews/Mishra.pdfvisited on 2nd August 201035 A.B.M.Tsui, Language Policy, Culture, and Identity in Asian Contexts, (LawrenceErlbaum Associates Inc: Mahwah, 2007) at 198

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Framework is also merely advisory and non binding in nature, however the need

of the hour demands a mid way and not an extremist view point.

We have seen a very passive role on part of the Centre when it comes to the

medium of instruction as it leaves everything for the State to legislate upon. Thishas proved to be detrimental to the education sector as it has brought

unsystematic layers in the field. It is time that all the Reports, latest being

Ranganath Panel report be considered seriously by the Centre and a concrete

legislation or policy be brought about on how this system should be

implemented and it should be done in consultation with the States.

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Documents

Medium of Instructions