No alternative to mother tongue

JS Rajput

Language learning has been a tricky issue for our educators, especially after independence. The three-language formula has not been implemented uniformly to the satisfaction of one and all. The formula rightly envisaged primary education through a child’s mother tongue. Later, one modern Indian language and English were to be introduced at an appropriate stage. Hindi-speaking States could not arrange for the teaching of modern Indian languages other than Hindi, whereas, certain southern States expressed their reservations about what they called ‘Hindi hegemony’. The only trend that has flourished uniformly over the years is the pursuit among parents to get their child admitted in English-medium schools. The general perception is that a good and successful life awaits only those who obtain their education through such schools. And this is not far from the truth.

The latest survey reports and trends indicate a 150 per cent growth in the number of primary students in India getting their education in English-medium schools for the period 2005-06 to 2008-09. Trends also suggest an increase in the number of schools imparting education in English on a geographical spread. In Andhra Pradesh and Tamil Nadu, almost one-fifth of the total number of enrolled students are educated through the English language. Haryana, on the other hand, has recorded the highest growth rate as the number of children in English-medium schools has gone up by more than seven times in the last four years. The surveys also indicate that the actual number of those learning through English medium right from class one might be far higher than what is estimated as there are thousands of unrecognised schools spread all over the country.

Everywhere, including small towns and villages, there is a race for opening English-medium schools. They ensure high rates of return with no possibility of a meltdown. India is in the grip of a great transition. It is not an issue that pertains to Hindi and English or Hindi and other regional languages. As far as education is concerned, the language of learning is English, English and English!

The dominating trend among the youth at present is to aspire for jobs in multi-national companies in India or abroad. There are genuine economic reasons for this. Business Process Outsourcing companies are advertised as the finest employment option for youth from middle-class backgrounds, particularly so from small towns and cities. Heads of management institutes have the major task of ensuring that their students are taught English properly so that they are prepared for the toughest of job interviews. This will enable them to impress their prospective employers. Other skills, they say, could be learnt later! Without proficiency in English, every young person faces a serious disadvantage in the job market, including in Government jobs.

An interaction with youngsters in a district town in Uttar Pradesh or Bihar is enough to gauge how demoralised the youth get if they miss the opportunity to learn English in a convent or public school. No parent wishes to be blamed for the misfortune of his or her child. Wherever possible, parents make every effort to get their sons and daughters admitted in English-medium schools. The education gap between the elite and the rest has been growing alarmingly. The elite are happy with the existing arrangement. But the neglected have resigned themselves to their fate. The quality of education in sarkari schools shows no signs of improving.

There are numerous examples of nations that can compete with the West in the field of science and technology on an equal footing. Have China, Russia (erstwhile USSR) or JapanUS, the Americans were greatly demoralised. The Russians also had their own journals on high scientific research. In fact, it was the West that had to arrange for these journals to be translated into English and published for the benefit of its scientific community. lagged behind on any count because of the primacy they have given to their mother tongues? When the Russians sent their Sputnik satellites into space ahead of the

China is often quoted in the Indian media as having launched a massive programme of learning English. No one reports that it has not discarded the practice of imparting primary education through the mother tongue. But the Indian system, by encouraging English in all sectors, is fast discarding the basic pedagogical principle that no child should be burdened with an alien language in the initial years. Children can learn more languages with considerable ease as they grow older.

Mahatma Gandhi, who could communicate in several languages, had this to say in Young India, dated September 21, 1921: “The foreign medium has caused brain fag, put an undue strain upon the nerves of our children, made them crammers and imitators, unfitted them for original work and thoughts, and disabled them for filtrating their learning to the family or the masses. The foreign medium has made our children practically foreigners in their own land. It is the greatest tragedy of the existing system. The foreign medium has prevented the growth of our vernaculars. If I had the powers of a despot, I would today stop the tuition of our boys and girls through a foreign medium, and require all the teachers and professors on the pain of dismissal to introduce the change forthwith. I would not wait for the preparation of textbooks. They will follow the change. It is an evil that needs a summary remedy.”

Mother tongue as the medium of instruction is critical for a meaningful beginning to a child’s education. It is also important for a child’s emotional, cognitive and social development. Education in mother tongue alone establishes continuity between home and school environment. It is essential for proper learning of other languages as well. The seeds of independent thinking, free and effective expression of opinions and logical interpretation of present and past events are sown only through the mother tongue. There is no pedagogically acceptable alternative. But unfortunately, little attention is being paid to this aspect of education.

While addressing a congregation of over 500 enlightened citizens in Akola in 2006, a question was posed, “In Maharashtra, Marathi is getting neglected and English is spreading all around. If you are given all the authority and power, what would you do to stop this proliferation of English?” There was total silence in the auditorium. The response after a quiet pause was, “I would do nothing to stop the spread of English. I would use all my powers to strengthen Marathi in all respects everywhere and in every direction.” The deafening applause that followed indicated total approval for the approach. This is the direction in which India needs to move in the years ahead.