Trilingual Education : Indian Parents Afflicted by a ‘Colonial Education’ Mindset?
Poonam Sharma
The recently implemented three-language policy for CBSE Class 9 has intensified a debate. Under this policy, students are required to study three languages, of which at least two must be Indian languages. The sole objective of the policy is to strengthen mother tongues and regional languages; however, the most significant opposition to this initiative stems from the prevailing societal mindset.
Historical Context: The Indian Perspective on Language and Education
Arthagamo nityamarogita cha, priya cha bharya priyavadini cha;
Vashyashcha putro’rthakari cha vidya—shad jeevalokasya sukhani, Rajan.
Meaning – The daily acquisition of wealth (a source of income), constant good health, a loving and sweet-spoken wife, an obedient son, and wealth-generating (practical) knowledge—these six elements constitute the sources of happiness for a human being in this world.
India was not referred to as the “Golden Bird” without reason. In India’s traditional educational system, the objective of acquiring Artha—or wealth—was accorded paramount importance. It is a misconception that one could not earn a livelihood if one studied Sanskrit or received an education in one’s mother tongue. Prior to British rule, the linguistic landscape in India was accessible, fluid, and multilingual. Persian—which arrived with the Turco-Persian and Afghan empires—served as the administrative language of the Delhi Sultanate, the Mughal Empire, and the early British East India Company. Sanskrit functioned as the language of philosophy, literature, and higher learning, while regional languages such as Tamil, Telugu, Marathi, Bengali, Punjabi, and others were widely prevalent as mediums of instruction within their respective linguistic domains. Regional languages served as the very identity of education, society, and culture within their specific regions; consequently, there was never any discord or contention regarding linguistic or educational matters. Nowhere in the annals of Indian history is there any record of disagreement or controversy concerning the education of children.
However, in 1837, the British replaced Persian with English as the administrative language. Subsequently, the Indian educational system gradually—yet completely—molded itself into a colonial framework. Furthermore, traditional educational institutions—such as Pathshalas and Gurukuls—were deliberately dismantled. This was because the primary objective of establishing a colony is, first and foremost, to mold the educational system to suit one’s own agenda—a strategy that was also employed by French colonizers in Vietnam. Institutions like *pathshalas* and *gurukuls* were not merely centers of learning; they were integral components of the cultural and social fabric. The British systematically dismantled this high-caliber system—one capable of laying the foundation for a robust and healthy society—and effectively rendered it illegal. Consequently, the very purpose of education became confined less to the pursuit of knowledge and more to the acquisition of jobs and integration into the administrative machinery.
India has historically been a multilingual nation where three languages have always coexisted; yet, in the past, no parent ever felt that their children would be burdened by learning three languages. Indeed, a significant segment of society was conversant in all three, as these languages were routinely utilized within their respective professional spheres.
Why Does the Colonial Mindset Persist Today?
Even decades after independence, the people of India have yet to fully extricate themselves from the grip of a colonial mindset. To this day, a vast number of people continue to view English as the sole conduit to success, employment, and social prestige. The contemporary educational system has, in many instances, been reduced to little more than rote learning and the mere acquisition of academic degrees. For many, the ultimate objective of education has narrowed down to securing a government job and attaining a comfortable lifestyle.
Most parents take pride in teaching their children only English and foreign languages from an early age, yet they hesitate to speak or teach their own mother tongue. This is not merely a linguistic issue; it is fundamentally a question of respecting one’s cultural identity—a matter inextricably linked to one’s patriotism and self-respect.
Today, in many households, children are unable to read or write their own mother tongue proficiently. While there is a strong emphasis on speaking English within the home, these very same individuals often turn around and oppose the government’s language policies. Their aspiration is for their children to pursue higher education in English and subsequently migrate abroad. The pertinent question, then, is this:
What exactly is the problem with learning one’s own mother tongue? Is it inherently wrong to learn one’s own language?
If nations such as Japan, China, Russia, France, and Germany can rise to become global powers by imparting education in their own native languages, why does a sense of inferiority persist in India regarding its own indigenous languages? Learning English is not wrong, but abandoning one’s own language is certainly a cause for concern. If a society fails to respect its own language, it will gradually become disconnected from its roots and culture. And such a society cannot remain true to anyone. Constantly compelling the government to withdraw language reforms is not the solution. If people themselves do not value their own languages, no policy—however well-intentioned—can succeed.
The True Objective of the Three-Language Policy
The objective of the Three-Language Policy is not to impose a language upon anyone, but rather to preserve Indian languages and to foster multilingualism among students. Indeed, such a system has always existed: an administrative language—as was common in ancient India—alongside provincial languages and dialects that served to bind the entire society together. To this day, priests from Karnataka travel to serve at the Pashupatinath Temple in Nepal; this is a tradition dating back to a time when Nepal, too, was an integral part of India. So, does language constitute a point of contention here? Certainly not.
In ancient India, people were conversant in multiple languages simultaneously—Sanskrit, Persian, Prakrit, Pali, and various regional languages—and this constituted India’s true cultural strength. In the contemporary era, knowledge of Indian languages remains just as essential; there should be absolutely no disagreement on this point. When you study another language, you gain insight into the literature and lifestyle of the specific region and society associated with it. One valid suggestion, however, could be to simplify the language curriculum itself, ensuring it does not become overly burdensome. This policy aims to integrate Indian languages into the realms of education and
Why is Education in One’s Mother Tongue Essential?
It is universally acknowledged that children learn more effectively in their mother tongue. When education is imparted in one’s own language, children’s comprehension, creativity, and self-confidence are significantly enhanced.
In India, making courses in medicine, engineering, MBA programs, and other fields of higher education available in Hindi and regional languages is the need of the hour. This will ensure that education is not confined to a limited elite class—those who know only English—but reaches every stratum of society. One imperative is that all textbooks for higher education—whether in engineering, medicine, or any other field of education and training—must be written in the mother tongue.
The Need for Educational Reform
Today’s education system has, in many instances, become limited merely to rote learning and the acquisition of degrees. For many, the sole objective of education has been reduced to securing a government job and leading a comfortable life.
What is truly needed is to make education practical, accessible, and deeply connected to society. High-quality study materials must be made available in regional languages, and curricula should be designed to align with local needs and requirements.
Changing Societal Mindset: The Foremost Priority
The success of the Three-Language Formula cannot be achieved solely through the enactment of laws; it requires a fundamental shift in societal mindset.
As long as people continue to perceive English as “superior” and their own languages as “inferior,” any educational reform will remain incomplete. India requires an education system that is simultaneously modern and deeply rooted in its cultural heritage. Modernity does not equate to Westernization; being modern does not mean merely mimicking a foreign civilization.
The Failure of Parents
If Indian parents are distancing their children from their own language and culture, it serves as an indicator of an anti-national mindset on their part—a fault for which the children themselves cannot be held responsible. It is absolutely essential that, in the national interest, we dedicate our efforts toward reforming India’s education policy; we must instill a sense of nationalism in our society and our children, and we must strengthen the hands of the government. We must stand on our own feet and champion our own languages, establishing them in place of English. Rather than engaging in opposition, we should extend our support to the government. We must strive to understand our country’s problems and challenges, offering our cooperation instead of wasting time by engaging in litigation in the courts. Indian courts should not even entertain such cases. This simply cannot be a matter of dispute.
Conclusion
The time has come for India to learn from its history and recognize that language is not merely a medium of communication, but the very foundation of culture, identity, and self-respect.
While learning English may not be strictly essential, forgetting one’s mother tongue does not constitute progress; rather, it is an act of betrayal against our country and our motherland—a sign of our weakness.
India can truly become a self-reliant and enlightened nation only when it learns to take pride in its own languages, its own culture, and its own educational system.
