Examining India’s ‘Three Language Formula’ in the Digital Age

• In Event: Roundtable Session 8
  In Refereed Roundtable Session: Language and literacy: the role of heritage language and family for education, policy and peace

Proposal

Overview and Objectives
In order to combat India’s illiteracy rates and diverse language landscape, the National Education Policy developed the ‘Three Language Formula’ (TLF) in 1968. Several iterations later, the latest version of TLF, introduced in 2020, mandates that the primary language of instruction (L1) in schools should be the student's mother tongue or the regional language. TLF also requires two additional languages be introduced at the primary level: L2 (another Indian language) and L3 (a third language of choice, which is often English) (GOI, 2020). However, the TLF has been met with considerable skepticism on its applicability and appropriateness to address literacy concerns in a culturally and economically diverse India. We present a review to evaluate the impact of TLF on key aspects of education such as access, quality, efficiency, and equity. Additionally, we explore the potential role of digital technology in addressing the shortcomings of TLF in meeting desired outcomes.

Theoretical Framework and Research Methods
To analyse the TLF policy and its outcomes, we apply Cheng and Cheung’s “Four Frames of Research on the Whole Life Cycle of Education Policy”. Using this framework, we break down the TLF policy into four key areas: the underlying principles and purpose, the development and formulation process, implementation, and the outcomes or impacts of the policy. We study the intersection of the impact of the TLF and digital learning using two literature reviews; one focusing solely on the TLF and second, the use of digital technology as a tool for language acquisition in India.

Results
The implementation of the TLF policy has faced numerous challenges, including shortages of language teaching staff, inadequate teaching materials in the mother-tongue, insufficient funding, and limited language acquisition opportunities due to a lack of practice outside the classroom. The use of the mother tongue as the language of instruction has also met resistance from parents, who prefer their children learn English, viewing it as a pathway to upward social mobility. Despite the TLF’s intention to include speakers of non-dominant languages, it continues to be exclusionary due to lack of teachers and material in the mother-tongue. Additionally, the TLF does not consider the needs of children of migrant workers who relocate to different states with their families, making it inequitable.
While literature shows that digital technology tools make an impact on language acquisition and can often be used to mitigate problems linked to lack of access to teachers and teaching material, it may not be viable in India due to the gap in access to digital technology and infrastructure.

Conclusion
With more than 50 million children in India lacking literacy skills, it is crucial that education policies focus on promoting basic literacy. The review showcases that there is a clear need for additional support from governments in order for the TLF to meet its outcomes. Digital technology tools can be used as a way to promote TLF outcomes, but this is only possible if an effort is made to build and strengthen digital infrastructure.

Author

• Aarushi Dutt, Vanderbilt University