Nagaland and The Three Language Formula

At its core, the three-language formula mandates school students to learn 3 languages: their mother tongue, regional language, Hindi or any Indian language, and English. The Three-Language Formula has its origins in the 1960s when it was first formally introduced as part of the National Education Policy of 1968, aiming to create an inclusive approach to language education in a multilingual nation like India. It has undergone revisions and modifications over the years and is retained in the New Education Policy of 2020 (NEP 2020), where it now offers greater flexibility, clarifying that no language should be imposed on any state, but the states, institutions and schools themselves should decide which languages to implement.

The specific implementation however can vary: In Hindi‐speaking States, students are generally expected to study Hindi, English, and a third modern Indian language (often a non‐Hindi language). In Non‐Hindi‐speaking States, the regional language is taught alongside English and, typically, Hindi (or another modern Indian language).

The core objective of this language formula is based on beliefs that multilingualism will enhance cognitive and educational abilities, bridge the linguistic gaps apparent in a multicultural nation as ours, widen career opportunities and boost the economy. Although the Three-Language Formula is an idealistic approach to promote multilingualism and national integration, it still lacks practicality in its implementation in many states. Nagaland is one among such states where the implementation of the Three-Language Formula does not appear to be possible even in the near future. Despite the use of English in all schools as the medium of instruction, and the introduction of some tribal languages, such as Ao (Jungli), Tenyidie, Lotha and Sumi, in the education curriculum by many schools as an effort to teach these languages formally, Nagaland still lacks the capacity to introduce the Three-Language policy in their education system, for many reasons hereby mentioned: Nagaland, as a home to 17 major tribes and other subtribes, each with its own distinct language and dialects, lacks a standardized lingua franca that can serve as a common medium for instruction in education. Nagamese, though considered the state’s lingua franca, lacks a standardized grammar and script, therefore limiting its use in formal contexts. The challenge to navigate the lack of a common mother tongue as a medium of instruction becomes even more difficult in classroom environments where there are at least five to ten different mother tongues spoken by students from different backgrounds.

Implementing the Three-Language formula also means that every tribe’s language will need to be standardized to ensure that a formal grammar, script, and curricula are developed to make textbooks and additional resources for the mother tongue education to be full -fledged and functioning. However, only a few Naga languages are taught beyond Class VIII so far, and there is a lack of substantial resources and uniformity to develop textbooks and syllabi for every Naga language, complicating their integration into the education system. There is also the fact that as of now, Nagaland has a significant shortage of trained teachers who are proficient in various native languages to teach students their respective mother tongues. Without a sufficient number of trained teachers, implementing the Three-Language formula at all grades, to ensure every child receives their mother tongue education, is next to impossible.

Meanwhile, the preference for English as a medium of instruction in schools has been a strong sentiment among the Nagas, owing to their concern for better educational and economic opportunities at national and global levels. Unfortunately, it is well understood among parents

that learning in or learning their mother tongue will not benefit their children’s future, largely from a practical standpoint, considering the competitive world they live in and the importance of speaking a global language like English in such an advanced society. Their native languages, on the other hand, do not stand a chance at competing with English or Hindi. Additionally, many private schools still do not introduce mother tongue education despite some local languages already being developed for higher studies.

While Hindi is taught as a compulsory subject in most schools up to Class VIII, Naga students, especially in rural areas, generally lack proficiency in speaking, reading and writing the language which can further complicate the efficiency of learning Hindi or any Indian languages as part of the Three-Language Formula.

So how can the Three-Language Formula be effectively implemented in Nagaland? The solution requires a multi-faceted approach, focusing on community engagement, research, language development, and teacher training.

Firstly, community and parental involvement play a crucial role in promoting multilingual education. Awareness campaigns emphasizing the cognitive and cultural advantages of learning multiple languages can encourage parents to support mother-tongue education alongside English. Community-driven initiatives, such as storytelling sessions, cultural festivals, and local media in Naga languages, can help reinforce linguistic pride and ensure that indigenous languages remain vibrant in everyday life.

One of the major problems of language education in Nagaland is the insufficiency of textbooks and resources. To combat this, the state government must invest more in providing textbooks and study materials. One way to achieve this is by funding universities and research institutions in Nagaland to systematically document and study indigenous languages, ensuring their survival and academic recognition. Collaborations with national organizations like the Central Institute of Indian Languages (CIIL) and NCERT could provide technical expertise, helping standardize and modernize these languages for educational use. Furthermore, the government, working alongside linguistic experts and tribal councils, should develop formal scripts, grammars, and lexicons for major Naga languages.

Teacher training and capacity building are equally critical for successful implementation. Great incentives such as scholarships or satisfactory pay, as given to Math and Science teachers, could motivate teachers to specialize in indigenous language instruction. By investing in educators, Nagaland can build a sustainable system where mother-tongue education thrives alongside English and Hindi.

Therefore, while The Three Language Formula of NEP 2020 may currently seem like an idealistic approach to enhance multilingualism and national integration in the present context of Nagaland, it remains plausible with the active support and initiative of both the state government and the community. With the help of technology and Artificial Intelligence tools, such measures can be implemented more easily and significant progress can be made if sufficient concern and careful thought are devoted to education and language.

Degree of Thought is a weekly community column initiated by Tetso College in partnership with The Morung Express. Degree of Thought will delve into the social, cultural, political and educational issues around us. The views expressed here do not reflect the opinion of the institution. Tetso College is a NAAC Accredited UGC recognised Commerce and Arts College. The editorial team includes Chubamenla, Asst. Professor, Dept. of English and Rinsit Sareo, Asst. Manager, IT, Media & Communications.

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