1. The document discusses India's language policy during pre-independence and post-independence periods. During British rule, English became the medium of instruction in educational institutions established by Christian missionaries. Various commissions after independence recommended adopting the mother tongue or regional languages as mediums of instruction up to higher secondary levels, with Hindi and English as additional compulsory languages. 2. The Indian Constitution designates Hindi as the official language of the Union, while allowing the continued use of English for official purposes. It also requires states to provide education in mother tongues for linguistic minority groups. 3. The document outlines the views of Tagore, Gandhi, and Vivekananda on medium of instruction. Tagore emphasized mother

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Unit VIII Language Policy in Education
Language policy during the pre-independent and post-independent India - Language
policy as specified in Indian Constitution - Views of great thinkers on medium of instruction:
Views of great thinkers-Tagore, Gandhi, and Vivekananda.
Language
Language symbolizes human development. Language is the power of the human race
through which he is able to express himself and understand the expressions of others. India is
a big country in which people of different castes, religions, standards of living, food habits,
languages and customs are living. Apart from physical diversities between one region and
the other, there are several other kinds of diversities in India.
LANGUAGE POLICY DURING THE PRE-INDEPENDENT AND POST-
INDEPENDENT INDIA
PRE-INDEPENDENT PERIOD
1. Vedic and Buddhist Period
During the Vedic Period and Epic Period, the major language of Instruction in the
Educational Process was Sanskrit, the language of the upper cast people. During the
Buddhist Period, they started using Pali, the language of the common folk at their Viharas for
educational transaction.
2. Under Muslim Rule
With the establishment of Muslim rule in the land a foreign language came into
existence for the first time in India. Urdu the original language of Muslim rulers was used for
government work. But it could not become the medium for inter-provincial communication in
spite of government protection. Sanskrit, other native and Hindi continued to occupy that
place.

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3. Under British Rule
(i) Christian Missionaries: The Christian Missionaries established educational
institutions as a powerful means to spread Christian religion. In all such
institutions the medium of instruction was English. Lord Macaulay and Lord
William Bentinck stood for English as the medium of instruction. The British
Government also declared that preference would be given to English knowing
people for government posts. Thus English education got more encouragement
from the time of the British Rule.
(ii) Wood’s Dispatch (1854): An amendment was made in the Wood’s Dispatch of
1854, that English would be the medium of instruction only for brilliant students
and all other students would be educated through Indian languages.
(iii) Education Commission (1882): The first Education Commission decided that the
medium for Secondary Schools would be English but primary education would be
given through Indian languages.
(iv) Calcutta University Commission (1917): It recommended the adoption of Indian
languages as medium of instruction up to higher secondary stage.
(v) 1935 to 1947: By 1935, regional languages had become medium of instruction in
most of the educational institutions. But some institutions, run by Christian
Missionaries, kept English as the medium of instruction. The leaders engaged in
public movement demanded to make Indian languages as medium of instruction in
all types of educational institutions and to adopt the Basic system of education for
the primary level. After the Movement of 1942, the British rulers accepted Indian
languages as the first compulsory language and English as second compulsory
language for secondary education but continued English as medium of instruction
for higher education.
Post Independent Period
(i) Dr.Radhakrishnan Commission (1948): The first commission known as
Dr.Radhakrishnan Commission was appointed in 1948 after Independence. It
recommended the study of the national language in the Devanagri Script and
that of English and regional language both at secondary and University stages.
(ii) Secondary Education Commission (1953): It recommended two language
formula instead of three-language formula recommended by Radhakrishnan

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Commission. It also recommended that at the State level facilities should be
provided for the study of every language spoken in a State.
(iii) The Central Advisory Board of Education (1956): It recommended the
adoption of three-language formula.
(iv) Kothari Commission: Appointed in 1964-66, the Kothari Commission
proposed some suggestions regarding the language problem in its report, after
visiting a number of places and after interviewing students, teachers and
parents etc., of all regions and levels. According to it, the languages taught at
different stages should have the following form:
Classes I to IV: The study of one language should be compulsory. It will naturally be the
mother tongue.
Classes V to VII: The study of the two languages should be compulsory at this stage. First
language should be mother tongue and the second language may either be the official
language of the Nation i.e., Hindi or the associate official language of the Union i.e., English
so long as it exists.
Classes VIII to X: The study of three languages should be compulsory at this stage and one
of these three languages should be the official language of the Nation or the associate official
language which was not taken up in class V to VII.
Classes XI to XII: Two languages should be made compulsory at this stage. The student
should be given option to select any two of three languages studied earlier or any two
languages from the groups given ahead:
(i) Modern Indian Languages.
(ii) Modern Foreign Languages.
(iii) Classical Languages – Foreign and Indian.
(v) Ishwar Bhai Patel Committee (1977) : The Committee recommended that in
determining the pattern of languages to be taught, the recommendations of the Kothari
Commission should be given due consideration.
(vi) The National Policy on Education (1979): According to this, the three-language
formula will be implemented at the secondary stage. It includes the study of a modern Indian

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language preferably a South Indian language, in addition to Hindi and English in Hindi-
speaking states.
LANGUAGE POLICY AS SPECIFIED IN INDIAN CONSTITUTION
Articles 343–351 of Part XVII and the 8th Schedule of the Constitution of India deal with
issues of the languages of the country
Article 343 - 1:“The official language of the Union shall be Hindi in Devanagari script.”
Article 343 – 2: “English can be used for all official purposes as a language of vital
opportunities and international contact.”
Article 345 : “Official communication between States and Union should be in the Official
language of the Union i.e. Hindi.”
Article 348: “English can be used for all legal purposes eg. For bills, procedures of court
etc.”
Article 350 A : State should provide adequate facilities for instruction in the mother-tongue
at the primary stage of education to children belonging to linguistic minority groups
Article 351: State should take necessary steps to promote and spread Hindi as a national link
language.
VIEWS OF GREAT THINKERS ON MEDIUM OF INSTRUCTION
RABINDRANATH TAGORE
Education according to Tagore is development of the individual. It is the enrichment
of personality and education should be Indian and not borrowed from the West.
Curriculum
Tagore was a naturalist and also an idealist and he wants things of beauty and
nice virtues to be taught in the curriculum. He lays stress on those subjects that make a child
full and rich in knowledge. He also wants them to appreciate truth, beauty and goodness.

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Methods of Teaching
He wants teaching-learning to be a joyous adventure, full of thrills, wonders, and
surprises. School is not to be a factory and learning has to be enjoyable.
He believes that children learn their lessons with the aid of their whole body and
mind, with all the senses fully active and eager. Tagore does not want teachers to be harsh to
children. They should be treated with all sympathy and consideration.
• He is in favor of easy education that is education through music, art, literature and
nature
• Books must provide students with vivid pictures of their home and society.
• Education must not lead students to enchanting falsehood.
The Role of a Teacher
• The teacher’s role is to provide an environment, where students have the confidence
to express their own learning ability.
• There is no need for any form of corporal punishment to discipline students because
fear of making mistakes prevents an individual from being free to venture a new
thought, to innovate, to ask questions and to be creative.
• Discipline should be based on motivations like joy and pursuit of creative tasks.
• A teacher must prepare students for the good fortune and character as well.
Medium of instruction
• Tagore emphasised on mother tongue as the medium of instruction. Language is the
true vehicle of expression.
• Tagore wanted to reform Indian education by combining the progressive views of the
west and the spirituality of the east.
• As he was an artist turned educationist, he gave a new dimension to education-
emotional fulfilment through self expression, creative work and communion with
nature.

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MAHATMA GANDHI
Basic Educational Concepts
Education for Gandhi is holistic in nature. It leads to the development of all aspects
of human personality, an all-round drawing out of the best in child and man, body, mind and
spirit. The highest development of the mind and the soul is possible under such a system of
education.
Gandhi emphasized the need for educating the child through manual work as the
prime means of intellectual training.
He wanted education to be free from the narrow limitations of the formal classroom.
He envisages compulsory education for all boys and girls. Gandhi was of the view that
education should help children to be good citizens. Education for him should cater to the
needs of the whole personality: head, heart and hand.
At the primary education level according to Gandhi, children should be given
elementary knowledge of history, geography, mental arithmetic and the art of spinning.
Through these he proposes to develop their intelligence. He felt that the commencement of
training by teaching the alphabet and reading and writing hampers their intellectual growth.
The alphabet has to be taught only after they are acquainted with the prevailing conditions
and history of the society in which they live.
Gandhi on Medium of Instruction
Gandhi has totally opposed English education. His distaste towards English education
is evident in his writings. Gandhi attaches greatest importance to learning in the language
into which a child is born. He notes that ‘English is today admittedly the world language. I
would therefore accord it a place as a second, optional language, not in the school, but in the
university course. We and our children must build on our own heritage’.
Gandhi noted that by borrowing from others we impoverish our own language. His
stress was on building knowledge in the languages spoken by people. English medium
education causes an undue stress on children. It will make them crammers and imitators.

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Gandhiji believed that foreign medium will make our children foreigners in our own land.
English medium instruction will prevent the growth of our vernaculars.
SWAMI VIVEKANANDA
Vivekananda believed in the unity of man and God. He tried to unite Indian
spirituality and western materialism. Education is the discovery of the inner-self i.e self
revelation. Education is development from within. Vivekananda doesn’t believe in the system
of education where the learners’ mind gets jam packed with information without having any
space for independent thinking.
Methods of Teaching
The task of the teacher is only to help the child to manifest knowledge by removing
the obstacles in its way. The learner is just like a plant, and we cannot do anything more than
supplying it water, air, manure while it grows from its own nature.
The method of teaching must be problem-solving under the bias-free guidance of the
teacher. The teacher’s role is just a facilitator, similar to the modern educationist Heuristic
method. The teacher has to come down to the level of the learner and give him a push
upwards.
Role of the Teacher
Teachers must help children’s mind to grow by unfolding and unveiling the natural
power inherent in them. Children teach themselves and the duty of the teacher is to offer
them opportunity and remove obstacles. Teachers must provide conducive environment and
the rest will happen by itself.
Medium of Instruction
Vivekananda strongly advocates “mother tongue” as the medium of instruction so that
it will reach everyone. However, he also believes that it is necessary to learn English and
Sanskrit. While English is important for mastering Science, Sanskrit leads one into the depths
of our vast store of classics.