By Pramodini Naik, Program Manager, CYDA
Language forms the foundation of education, communication, and personal growth. In India’s diverse and multilingual landscape, the Three-Language Formula (TLF) has long served as a guiding framework to ensure linguistic diversity while promoting both national integration and global readiness. Introduced through the National Policy on Education (NPE) 1968, and reaffirmed in 1986, 1992, and most recently in the National Education Policy (NEP) 2020, the TLF outlines a simple structure: the first language should be the child’s mother tongue or regional language; the second language should be either English or another modern Indian language depending on the state’s primary language; and the third language should aim to introduce either Hindi or English where it has not been covered.
The NEP 2020 has further emphasized the importance of children learning in their home language at least until Grade 5, preferably till Grade 8. It reaffirms the flexibility of the TLF and clarifies that Hindi is not to be imposed on non-Hindi speaking states. In addition, NEP encourages the promotion of classical languages such as Sanskrit, Tamil, Telugu, Kannada, Malayalam, Odia, Pali, Persian, and Prakrit and the introduction of foreign languages based on choice and local relevance. The policy aims to create a more inclusive and accessible learning environment, rooted in a child’s cultural and linguistic background.
In Maharashtra, the language policy saw fresh debates recently. The Maharashtra School Education Department initially announced that Hindi would become compulsory as the third language from Classes 1 to 5 in Marathi and English medium schools. This move faced criticism and concern among educators and parents, leading to further discussions. On April 22, 2025, State School Education Minister Mr Dadaji Bhuse announced that Hindi would not be mandatory in Grades 1 to 5. He reiterated that the state is committed to the principles of NEP 2020 and respects India’s multilingual character without imposing any particular language. This clarification has been crucial in maintaining Maharashtra’s commitment to linguistic diversity while balancing national integration efforts.
While policy discussions happen at the state and national levels, the challenges of language learning are most visible at the grassroots. Based on extensive experience through the Center for Youth Development and Activities (CYDA), particularly through initiatives like Bridging the Learning Gaps (BLG) and Community Resource Centers (CRC) it is clear that many adolescents, especially those from marginalized and migrant backgrounds, struggle with language acquisition. Typically, these children grow up speaking a different mother tongue at home, are educated in Marathi at school, are surrounded by Hindi in popular media, and are introduced to English with limited support. As a result, they often fail to gain proficiency in any single language, impacting both their verbal and written communication skills.
Language skills are at the heart of 21st-century competencies such as critical thinking, leadership, innovation, and collaboration. Without a strong foundation in at least one language, children struggle with self-expression, confidence, and ultimately with academic and professional opportunities. CYDA’s interventions directly address these challenges. Through CRCs, children are provided a supportive after-school environment where language learning is fostered through creative activities such as storytelling, drama, and digital engagement along with holistic development. The BLG program identifies individual learning gaps and offers targeted remedial education, focusing on literacy and numeracy. Additionally, STEM-based programs complement these efforts by promoting scientific learning in English, thereby preparing adolescents for future global job markets.
While efforts are made to promote English as a global language of opportunity, CYDA also acknowledges the importance of Hindi as a language of national connection and local language (Marathi in Maharashtra) as the foundation for cultural and social identity. It supports a balanced multilingual approach where mother tongue, Hindi, and English together empower children to move seamlessly from local realities to global opportunities.
The recent developments in Maharashtra around the TLF highlight the urgent need for flexibility, sensitivity, and robust ground-level programs. Language development must not merely be seen as an academic goal but as a critical component of empowering every child to find their voice, dream bigger, and become an active participant in shaping India’s 21st-century journey.
References
- National Policy on Education (1968, 1986, 1992).
- National Education Policy (NEP) 2020, Ministry of Education, Government of India.
- “No compulsory Hindi from classes 1 to 5 in Maharashtra: School Education Minister,” The Hindu, April 22, 2025.
