LANGUAGE IN SCHOOL

Language is a human system of communication that uses signals,

such as voice sounds, gestures, and/or written symbols.

Language is a means of communicating thoughts.

NATURE OF LANGUAGE:
a. Language is learnt.
b. Language is acquired.
c. Language is skilled based.
d. It is related to the culture of the society.
e. It is system of systems.
LANGUAGE AS A SCHOOL SUBJECT

 Language is also studied as a school subject or considered

important.
 A school consist of a Teacher and a Learner.
 A Teacher: Role of a teacher
knowledge acquired
experience
mastered the language skills.

LANGUAGE SKILLS: LSRW

Listening – Receptive
Speaking – productive passive
Reading – Receptive active
Writing - Productive
STUDENTS: Role of the students is to learn/acquire knowledge.
 In case of language, the skills known by teacher needs to be

transferred to the students.

How to develop skills?

LISTENING:
 Listening skills

1.Our brain can process an astonishing 20,000 bits of

auditory information every second.

2.listening is the act of hearing attentively.

3.listening is not same as hearing. Hearing is a very passive

activity.
 Stop talking,
 prepare yourself for listening,
 focus on what is being said,
 listen to ideas not just words,
 maintain eye contact wherever possible,
 listen to the words and try to picture out what the speaker is
saying.

Therefore, Students who have strong listening skills do much

better in school than students who do not have this ability.
SPEAKING:
 It is an act of making vocal sounds.

 Speaking means to converse, or expressing one’s thought

and feelings in spoken language.

 Speaking skills are the skills that give us the ability to

communicate effectively.
 Ample practice should be given to the students for

developing this skill.

 Pronunciation exercises.

 Role play.

 Discussions.

 Dramatization.etc
READING:

 Reading is a skill which enables us to get a message.

 Reading is a complex activity that involves both perception
and thought.
 Reading consists of two related processes: word recognition
and comprehension.

Types of reading:
1. Skimming: is the most rudimentary type of reading. Its
object is to familiarize you as quickly as possible with the
material to be read.
You can reach a speed count of even 700 words per minute
if you train yourself well in this particular method.
2. Scanning: is a skill that requires that you to read
quickly while looking for specific information.

3. Extensive - Reading longer texts and in order to

gain a general overview of the contents , often for
pleasure because there is an element of enjoyment
in extensive reading and for an overall
understanding.
4. Intensive - Reading shorter texts for detailed
information with an emphasis on precise
understanding
Writing :-

 It is a productive creative skill.

 Proper sentence structure,
 Appropriate uses of tenses, and punctuation
 Grammar is an important component of teaching
writing.
 Teaching vocabulary, word choice, spelling,
paragraph structure and other components of correct
writing.
 TYPES OF WRITING:

I. Controlled writing – (word limit)

II. Free writing – (with no word limit)
III. Collaborated writing – (like EPC, writing with group)
IV. Descriptive writing – book report
V. Informative or persuasive writing – essay on
dinosaurs
VI. Narrative writing
VII. Creative or fiction writing
WRITING ACTIVITES:

 Filling up of forms
 Composition
 Letter, Report writing
 Book report
 Social studies report
 Essay on the topic “what I did on my summer
vacation”
 LANGUAGE AS A MEANS OF LEARNING

 In the process of education, learning occupies the central

place.
 Learning is the modification of individual/child’s behaviour.

HOW DOES LEARNING TAKES PLACE?

 Interactions (nature, things, people)

1.Language moulds individual from infancy. Therefore

language can be seen as primary means of learning.
2.Child knows most of the things through language.
3.The function of language is not only to communicate but
also to interact, rather it goes beyond and that is related to
the ‘development of thoughts’
 Learners are active participant i.e. they use language to
explore, develop and refine concepts.

LANGUAGE AS A MEANS OF COMMUNICATION

 Language impact the daily lives of members of any race,

creed and region of the world.

 Language helps express our feelings, desires, and queries to

the world around us.

 The unique and diverse methods human being can use to

communicate through written and spoken language is a large

part of what allows to harness our innate ability to form
lasting bonds with one another, separating mankind from the
rest of the animal kingdom.
Importance of communication:
 To share

 To transmit information and ideas.

 Act of sharing commonness.

CHANNELS OF COMMUNICATION:
 Oral

 Written

 Verbal

 Non-verbal

 Audio

 Visual

 Integrated signs & symbols

 Sometimes even silence.

 Idea/ Translated into Transmitted
Message Receiver Via Language
Concept

Every communication has existence of an idea or a concept that gets

translated into a message & gets transmitted to the receiver via.
Language.
Sender Semantic Grammatical Phonological
Encoding Encoding Encoding
Or
Message

Receiver
Or Phonological Grammatical Semantic
Decoding Decoding Decoding Decoding

PROCESS OF
COMMUNICATION:
 In the process of every language communication it consists of
two or more participants. i.e. sender and the receiver of the
message.
 Message is the utterance used to convey ideas, thoughts,
suggestions, instructions etc.

 Explanation of the diagram.

 The communication process is initiated with the process that
the sender formulates the message in form of thoughts, ideas
etc. this is known as semantic encoding.
 The thoughts/ideas then are formulated into grammatical
sentences. This process is known as grammatical encoding.
 After the messages are formulated into grammatical
sentences, those ideas are then uttered. This process is called
phonological encoding
 The utterance is then comprehended and decoded by the
receiver. This is called decoding.
 In the next process the receiver receives or comprehends the
sounds (phonological decoding), then frames it into the
grammatical sentences (grammatical decoding) & the
Semantic decoding.

 Language has important functions based on the view points

of:-
1. speaker
2. listener
 CENTRALITY OF LANGUAGE IN LEARNING

 Language is central to learning.

 It is a primary tool through which teacher mediate, through
which teacher access the whole curriculum.
 Language enables individuals to engage socially:
a. Initially within the family.
b. Later in an ever widening network of relationships & cultural
experiences.
 Language helps individual to give expression to their
feelings & ideas etc.
 Much of what students learn?/or the way she learns comes
from the interaction of language/experience by/through
naming, describing, classifying & modifying things and
ideas.
 Hence, language is a medium through which new learning is
assimilated & defined or new learning takes place.
 POINTS TO JUSTIFY ON WHY LANGUAGE IS CONSIDERED
CENTRAL IN LEARNING

 Oral language is central to mediating the wider dimension of

overall curriculum.
 Language helps develop cognitive abilities.
 Students experiences with different curriculum brings
learning, hence, effective learning takes place.
- questioning, discussing, guidance, explanation,
illustration, examples etc
 Using language to transmit information.
 The child makes connections between ideas, people and
things. Hence, relating these with the world around makes an
effective understanding.
 Language constructs knowledge.
 Language learning as mapping.
 LANGUAGE AS A TOOL FOR CONSTRUCTION OF KNOWLEDGE

 Language is the main source of knowledge.

 According to the Constructivists:

 Learning is the process of construction of knowledge.

 Learners construct knowledge by actively connecting

their existing old ideas with new ideas through
experiences.

 They also emphasize that each learner individually &

socially constructs meaning as he/she learns.
 Focus on “active engagement”, it involves enquiries,
exploration, questioning, debates, application,
reflection, leading to theory building and the creation of
ideas.

 The knowledge construction process relates to the

extend to which teacher helps students to understand,
investigate and determine which influences the ways in
which knowledge is constructed.

 Therefore in a constructivist learning approach, teacher

provides a variety of learning situations to the learners
and the students’ role change from ‘knowledge
acquisition’ to ‘knowledge construction’.
NOTE:

 In the construction of knowledge one of the most

important source to develop the ways of thinking is
language.

 Language is commonly understood as a tool to

describe and report on set reality.

 Language provides the context within which we are

able to know.

 It significantly influences how we construct knowledge

while interacting with each other.
 Words expressed through language and meaning
influence how we perceive and interpret the world
around us.

 Language affects our thinking.

 While constructing knowledge, there occurs processing

cognition through language. Therefore, language is
considered as vehicle of thought.

 Knowledge always contain a highly individual

component into every act of knowing.
 There is passionate contribution of the person knowing. This
is possible only through language.

 Individual create and share knowledge among each other

while interacting.
 Therefore, knowledge construction depends on the learner
involvement and on how they perceive process and interpret
meaning in a particular situation by using appropriate
language.
 Hence, language and meaning plays a critical role in
knowledge construction.
 Knowledge is articulated through language because:

I. It carries the context which allow for meaning.

II. Meaning arises in interaction and links distinction between
various expressions.
III. The ability to describe oneself is only through language.
IV. Meaning is a core element of knowing and this evolves
through language – in the form of definition, terminologies,
symbols, codes etc.
V. We use the language to engage, clarify, identify ourselves.
Therefore, we construct our reality through language.
 ORAL LANGUAGE IN THE CLASSROOM

 Oral language is the system through which we use spoken

words to express knowledge, ideas and feelings.

 Having a solid foundation in oral language will help children

become successful readers and strong communicators as well
as build their confidence and overall sense of well-being.

 The importance of oral language?

I. Oral language is the foundation for students learning.
II. It is essential for literacy learning.
III. Almost all classroom based learning relies on oral
language.
 ORAL LANGUAGE INSTRUCTION IN THE CLASSROOM

 Oral language involves a process of utilizing thinking,

knowledge and skills in order to speak and listen effectively.

 Oral language is the child’s first, most important, & most

frequently used structured medium of communication.

 It is a primary means through which each individual child will

be enabled to structure, to evaluate, to describe and to
control his/her experience.

 Oral language is the primary mediator of culture, the way in

which children locate themselves in the world, and define
themselves with it and within it.
 DEVELOP PROMOTE
LISTENING & AUDITORY
SPEAKING MEMORY
SKILLS
FIVE
COMPONENTS
OF EFFECTIVE
ORAL
LANGUAGE
TEACH &
INSTRUCTION
EXTEND
TEACH A VOCABULARY
VARIETY OF &
SPOKEN CONCEPTUAL
TEXTS CREATE KNOWLEDGE
LANGUAGE
LEARNING
ENVIRONMENT
 1. DEVELOP LISTENING AND SPEAKING SKILL:
 Based on modeling.
 Appropriate time to talk, appropriate time to listen.

2. TEACH A VARIETY OF SPOKEN TEXT:

 Story telling, small group work, conversations
 Questioning and interviews, arguments and formal/informal debates.

3. CREATES A LANGUAGE LEARNING ENVIRONMENT:

 The physical environment: By enriching the physical environment of the
classroom, multiple opportunities for engaging oral interaction and
development will exist.
 Classroom culture: By enriching the physical environment of the
classroom we create multiple opportunities for engaging oral
interaction and development.
 Opportunities for communication: communication happens all the time
in the classroom. By taking advantage of certain communication
opportunities students can be exposed to multiple oral language
contents and uses.
4. TEACH AND EXTEND VOCABULARY AND CONCEPTUAL
KNOWLEDGE:
 Vocabulary is the term used to describe the collection of
words in a given language used and understood in
speaking, listening, reading and writing.

 Vocabulary for academic learning is linked to the teaching

of concepts.

 Ways to improve vocabulary- teaching synonyms,

antonyms, root words eg- love-lovely, form-reform,
suffixes- example:- es, s, tion, ies, ed etc

 Teaching different word meanings will facilitate children’s

vocabulary development.

 Fostering an awareness and love of words and language

such as multiple meanings words, games etc.
5. PROMOTE AUDITORY MEMORY:

 Auditory memory involves the ability to assimilate

information presented orally, to process that information,
store it and recall what has been heard.
 Especially, it involves the task of attending, listening,
processing, storing and recalling.
 Ways to develop auditory memory skills:
 Recite poems, songs, tales, rhymes etc
 Recall verbal messages or phone numbers
 Play memory games guess who, Simon says, Chinese
whispers
 Re-tell stories using puppets or by illustrating a map.
For oral language learning in classroom the environment must be
acquisition rich. It can be made by-

 Interaction
 Giving opportunities
 Motivating/encouraging
 Involving students in oral activities
 Organizing/designing oral activities
 Teacher has to be a good listener
 Bring improvement in child
 Conducive environment.
 DISCUSSION AS A TOOL FOR LEARNING

DISCUSSION:
 It is the activity in which people talk about something and tell

each other their ideas or opinions.

 It is the main way for using oral language.

 It includes: arguing, questioning, debating, explanation,

sharing ideas etc.
WHAT BENEFIT IT DOES?
 Helps students to construct their own meaning.

 Strengthens cognitive ability.

 Quiet/silent students gets help from discussion.

 Develop critical thinking (analyzing, problem solving,

evaluating, criticizing, judging, sharing, accepting others view
points, react, respond.

 It helps learners and teachers to realize whether the objective

has been met or not.
 ADVANTAGES OF DISCUSSION METHOD
 Participation by everybody.

 Emphasis on learning instead of teaching.

 Training in reflective thinking (deeper understanding). Your

experiences and actions will help you to develop and improve
your skills.

 Training in self-expression.

 Spirit of tolerance is inculcated. (respecting each others view).

 Learning is made more interesting.

 STRATEGIES FOR DEVELOPING ORAL LANGUAGE THROUGH
DISCUSSION

1. Adapt Activities to inculcate Authentic Talk:

Adapting current activities to inculcate more authentic,
original, and extended discussions which give students
opportunities to contribute more than one sentence to a
conversation.
2. Use Activities that develop strong language:
Use activities that allow students to develop a “stronger and
clearer” answer, as they talk to different partners successively
in an activity.
A crucial aspect of this strategy is that students shouldn’t
say the same thing each time rather they need to build on the
language and ideas of previous partner(s) to improve,
expand, clarify, and support their evolving answer each time
they share it.
3. Use strong Discussion Prompts:
Try to use discussion prompts that foster evaluation in some
way. Evaluation is usually needed for ranking, prioritizing and
choosing.
 LIMITATION OF DISCUSSION

1. All types of topics cannot be taught while discussion.

2. This method cannot be used for teaching primary children.

3. Sometimes the students may not follow the rules of

discussion.

4. Some students may not be able to guide & provide true

leadership in the discussion.

Yet! Discussion is an effective & useful method in teaching &

learning process as well as for developing oral language.
QUESTIONING

 It is a tool to make the teaching-learning process more lively

& participatory.

 It can stimulate thinking among students.

 A question should be appropriately structured i.e., they

should be concise, clear, specific & grammatically correct.

 While asking questions, use of many words is necessary.

 Questioning is the most difficult skill a teacher has to

acquire.
QUESTIONING PROCESS

ENTRY INSTRUCTIONAL TERMINAL

BEHAVIOUR PROCESS BEHAVIOUR

(Starting Point) (During Teaching) (After completion

where actual
questioning takes
place)
TYPES OF QUESTIONING
 LOWER ORDER QUESTIONS:
 (Stimulate memory level thinking)
 It is foundation of skills that are taught very well in school
systems and includes activities like reading and writing.
 It includes recognition & recall type of questions or factual
questions and does not need to be applied to any real life
examples.
examples:

 MIDDLE ORDER QUESTIONS:

 (Stimulate higher level of thinking).
 Transfer of knowledge & skills from one situation to another.
 It includes interpretation
 Comparing two concepts and explaining relationships.
 HIGHER ORDER QUESTION:
 (Stimulate highest/critical thinking)
 Analysis + Synthesis
 Divergent questions (may not have right answer)
 Inductive + deductive questioning
 It enable to produce new ideas and to develop creative and
reasoning abilities.
 STANDARD LANGUAGE & DIALECT

DIALECT:
 The term dialect comes from a Greek word ‘Dialektos’

means ‘discourse’ or ‘I speak’.

 A dialect is the language used by the people of a

specific areas, class, district, or any other group of
people.

 The term Dialect involves the spelling, sounds, grammar

and pronunciation used by a particular group of people
and it distinguishes them from other people around
them.
 Dialect is a language variation spoken by a particular
ethnic group, social class & regional group.

 Hence, dialect simply means the use of language in

different accent.

 Example: Nepali spoken by people of Nepal & Sikkim

Examples of dialect forms in British English:

 Dialect: A Northern American might say, “hello.”

A Southern American might say, “howdy.

 Dialect: she don’t understand.

Standard form: she doesn’t understand.

 Dailect: would you like a cheese cob?

Standard form: cob is a dialect word in parts of the
north of England and means ‘bread roll’.
 A dialect that is associated with a particular social class
can be termed as Sociolect.
They say difference in dialect spoken by higher class &
lower class (eg.- Nagaland)

 Similarly with ethnic group – Ethnolect.

Difference in dialect spoken by different ethnic group
(eg. Bhutias, limboos, rai’s, lepchas’

 Similarly with regional group – Regiolect.

Difference in dialect spoken by people residing in
different regions. (eg. Nepali spoken by Nepalese of
Nepal/Delhi/Dheradun/lucknow)
 Therefore, dialects are such that it is understood by the
other person who speak same language. Eg. Nepali,
Hindi.

 A dialect is considered non-standard or in-formal form

of the language.

 A dialect may not have a complete vocabulary,

grammar, scripts especially for ethnic groups.

 And also is not beneficiary of the institution support.

(Australian english, South American english or Canadian
english)
STANDARD LANGUAGE:

 Standard language is a particular variety of a language

that is regarded as the most correct way of writing or
speaking the language.
 It is supported by institutions which includes:

Government recognition.
Language used in schools/offices.
Published textbooks.
Dictionaries.
 It is considered to be formal & correct spoken as well as

written form of language.

Eg.- Standard American English
Standard British English
Standard Indian English
 THE DIFFERENCE BETWEEN STANDARD LANGUAGE &
DIALECT
 Every dialect is a language but every language may not
have a dialect.

 Writing system- language usually has a writing pattern

or system of its own whereas a dialect may or may not
have the writing format/system.
Eg.- khasi, Naga, garo etc.

 On the basis of mutual individuality:-

Two varieties are said to be dialect of the same
language:
i. If one variety speaks and another variety understands.
ii. If not understood then it is totally different language.
 Dialects are informal speeches where as language are
formal & prestigious.

 A dialect is essentially a language that has not been

awarded the prestigious title of a language.
 Languages are afforded more prestige than a dialect
because they are given a title, a nation and a canon of
literature that give it its elite status as a language.

 A “code” is a linguistic system used for communication.

Language and dialects are codes. Linguists tend to
define a language as the standardized code used in
spoken and written form, whereas dialects are spoken
vernacular codes without a standardized written system
CLASSICAL LANGUAGE

In 2004, the Govt. of India declared that languages that

met certain requirements could be accorded the status of a
‘Classical Language’ of India.

LANGUAGES THUS FAR DECLARED TO BE CLASSICAL:

 Tamil (in 2004)

 Sanskrit (in 2005)

 Kannada (in 2008)

 Telugu (in 2013)

 Odia (in 2014)

CLASSSICAL LANGUAGES OF THE WORLD:

 Tamil
 Greek
 Latin
 Sanskrit
 Hebrew
 Chinese &
 Arabic
 In 2006 press release, Minister of tourism and
culture Ambika Soni told the Rajya Sabha the
following criteria were laid down to determine the
eligibility of languages to be considered for
classification as a “Classical Language”.

 High antiquity of its early text/recorded history over

a period of 1500-2000 years.

 A body of ancient literature/texts, which is

considered a valuable heritage by generations of
speakers.

 The literary tradition be original and not borrowed

from another speech community.
BENEFITS:

As per Govt. of India’s resolution No.2;16/2004-US

(akademics) dated 1st nov 2004, stated that the language
will be declared as a classical language and benefits like:

1. Two major international awards for scholars of eminence

in classical Indian Languages are awarded annually.

2. A Centre of Excellence for studies in classical Languages

is set up.

3. The UGC will be requested to create, to start with at least

in the Central Universities, a certain number of
Professional chairs for classical languages for scholars of
eminence in Classical Indian Languages.
MULTILINGUALISM

MULTI LINGUALISM AS A CLASSROOM RESOURCE

What is multilingualism?
In a situation where various ethnic groups co-exist, people
tend to learn other languages as well. This results in
multilingualism which is the use of two or more languages
by the people of community. Multilingualism comes into
play when a native speaker of one language (L1) makes use
of a second language (L2) and third language (L3) however
partially or imperfectly.
 Knowledge of more than one language is an asset
when one wants to learn subsequent language;
engaging in and reflecting on activities that draw
on multilingual experiences is beneficial to
students, their teachers and to anyone who wants
to add a new dimension to language teaching and
learning.

 India is a classic example of multilingualism on a

vast scale. This is due to increased inter regional
mobility, people migrating to other regions for
professional, commercial or educational purposes.
 Gracia (2008) emphasizes that multilingual
language awareness is a necessary tool for teachers
of multilingual students; besides knowing about
languages, subject matter and teaching
methodology, the teacher should have an
understanding of the social circumstances of
students, schools and communities.
 MULTILINGUALISM AND SCHOOL EDUCATION

 Multilingualism, which is constitutive of the

identity of a child and a typical feature of the
Indian linguistic landscape, must be used as a
resource classroom strategy and a goal by a
creative teacher. This is not only the best use
of a resource available, but also a way of
ensuring that every child feels secured and
accepted and that no one is left behind on
account of his/ her linguistic background .
 Several studies have shown that bilingual and
multilingual proficiency raises the level of cognitive
growth, social tolerance, divergent thinking and
scholastic achievement.

 The three language formula is an attempt to

address the challenges and opportunities of the
linguistic situation in India. It is a strategy that
really serves as a launching pad for learning more
languages.
 MULTILINGUALISM AS AN IMPORTANT CLASSROOM
RESOURCE
a. Language teaching needs to be multilingual not only
in term of number of languages offered to children
but also in term of evolving strategies that would
use multilingualism as a resource in the classroom.

b. Home language or vernacular of children should be

the medium of learning in school (exception to
some state) with linguistic diversity; English is used
as medium of learning.

c. It is imperative that we honor child’s home

language.
d. According to Article 350 A of our constitution; it
stresses that every state should provide adequate
facilities for instruction in the mother tongue at
the primary stage of education.

e. Students can be encouraged to consult book, talk

to people in different languages, and this unique
opportunity is provided through language
classrooms. Stories, poems, songs, drama, link
children to their cultural heritage and also give
them opportunity to understand their own
experiences and to develop sensitivity to others.
f. Multilingualism equips the students with
interpersonal communication skills and helps in
scholastic achievements.

g. Multilingualism in classroom is an essential

resource for meeting situations that are
contextually rich and cognitively undemanding such
as peer group interaction, sharing abstract issues
and proficiency to easily transfer from one language
to another.

h. Multilingualism should be practiced in all

classrooms i.e., science, mathematics, social studies
etc. such a policy of language across the curriculum
will foster a genuine multilingualism in schools.
i. All learning happens through language, more
number of languages used in the classroom
will help children to develop cognitively and
also in language.

j. The three language formula needs to be

implemented which will help to promote
multilingual communicative abilities.
l. Linguistic diversity or multilingualism maybe
acquired either through the process of
socialization or schooling.
Therefore, classroom becomes an important
place for both of these processes. The child
gets opportunity to socialize with peers
speaking different languages and also gets
the opportunity to learn from a multilingual
perspective through their teachers.
THREE LANGUAGE FORMULA

The three language formula was devised in the chief ministers

conferences held during 1961. the National Commission on
Education known as the Kothari commission examined and
recommended a graduated formula which was recommended
by the 1968 policy.
The three language formula as stated in the 1968 policy is:
I. The First language to be studied must be the mother
tongue or the regional language.
II. The Second language:
In Hindi speaking States, the second language will be
some other modern Indian language or English.
In non-Hindi speaking States, the second language will be
Hindi or English.
III. The Third Language
In Hindi speaking states, the third language will be
English or a modern Indian language not studied as
the second language.
In non-Hindi Speaking states, the third language will

be English or a modern Indian language not studied

as the second language.
The draft National Education Policy, 2019, prepared by a
committee headed by scientist Dr Kasturirangan has
recommended the three-language formula.

The draft education policy recommends the use of three

language formula from the primary level.

Need for three-language formula

I. The committee’s report observes that learning languages
are an important part of a child’s cognitive development.

II. The primary aim is to promote multilingualism and national

harmony.
Issue in implementation
I. The states like Tamil Nadu, Puducherry and
Tripura were not ready to teach Hindi and Hindi-
speaking states did not include any south Indian
language in their school curriculum.

II. State governments often do not have adequate

resources to implement the three –language
formula.

III. The inadequacy of resources is perhaps the most

important aspect of the challenge.
 Article 29 of the Constitution of India protects the interests of
minorities. The Article states that any section of the citizens who
have a “…distinct language, script or culture of its own shall have
the right to conserve the same.”
 Article 343 is about the official language of the Union of India.
According to this Article, it is to be Hindi in Devnagri script, and
numerals should follow the international form of Indian numerals.
This Article also states that English will continue to be used as an
official language for 15 years from the commencement of the
Constitution.
 Article 346 is about the official language for communication
between the states and between a state and the Union. The Article
states that the “authorised” language will be used. However, if two or
more states agree that their communications shall be in Hindi, then
Hindi may be used.
 Article 347 gives the President the power to recognise a language
as an official language of a given state, provided that the
President is satisfied that a substantial proportion of that state
desires that the language be recognised. Such recognition can be
for a part of the state or the whole state.

 Article 350A facilities for instruction in mother-tongue at the

primary stage.

 Article 350B provides for the establishment of a Special Officer

for linguistic minorities. The Officer shall be appointed by the
President and shall investigate all matters relating to the
safeguards for linguistic minorities, reporting directly to the
President. The President may then place the reports before each
house of the Parliament or send them to the governments of the
states concerned.

 Article 351 gives power to the union government to issue a

directive for development of the Hindi language.
Eighth Schedule of the Constitution of India contains a list of 22

languages recognised schedule languages.

Challenges of the Three Language Formula in Multilingual
India:
The reasons for non-implementation of three language formula
effectively could be:
I. The southern states were not ready to teach Hindi and
Hindi-speaking States did not include any south Indian
language in their school curriculum.
II. The fear of heavy language load in the school curriculum.
III. All the languages are not being taught compulsorily at the
secondary stage.
IV. Duration for compulsory study of three languages varies.
V. The States, most often, do not have adequate resources for
provision of additional language teachers and teaching -
learning materials.
MOTHER TONGUE
Mother tongue(s) should be the media of instruction all
through the school, but certainly in the primary school. The
working group on the study of Languages constituted by
NCERT in 1986 recommends in its report that ‘the medium
of early education’ should be the mother tongue(s) of the
learners.
In the Indian context, it is all the more necessary because

i) it enables people to participate in national

reconstruction;

ii) it frees knowledge from the pressures of the limited

elites;

iii) it builds interactive and interdependent societies;

IV. it provides greater opportunity for the advice and consent of
greater number of groups and thus is a better defense of
democracy;

V. it leads to the decentralization of information and ensures free

as opposed to controlled media; and it gives greater access to
a greater number of people to education and personal
development.

VI. According to UNESCO’s Educational Position paper (2003),

mother tongue instruction is essential for initial instruction and
literacy and should be extended to as late a stage in education
as possible.

VII. Some studies (e.g. Sahgal 1983) have shown that children who
study through mother tongue medium do not suffer any
disadvantage, linguistic or scholastic, when they compete with
their English medium counterparts.
viii. Education in the mother tongues will facilitate richer
classroom transaction, greater participation of
learners and yield better learning outcomes.

ix. All efforts must be made to provide adequate facilities

for this purpose. A positive attitude towards mother
tongue education must be ensured from all corners so
that learners do not hesitate to opt for the medium
they are comfortable with.

x. As Jhingran (2005) points out, over 12% children

suffer severe learning disadvantage because they are
denied access to primary education through their
mother tongues.
xi. Mother tongue as a medium of instruction can
eliminate the linguistic and cultural gap caused by the
difference between school language and home
language i.e. the reference point might be a minor,
minority or major language.

xii. Acharya (1984) points out that the reason for 26% of
the dropouts at the level of elementary education is
the ‘lack of interest in education’ caused partly by the
lack of cultural content in education programmes:
language is not only a ‘component of culture’ but also
a ‘carrier of culture’.

xiii. A smooth transition from home language to school

language in terms of discourse can be ensured if
mother tongue is the medium of instruction.
ROLE OF TEACHER:

I. Teachers need to first in the liberal mindset.

II. Teachers will encourage students to learn another

language.

III. Teachers can organize on students own language.

IV. Teachers can arrange songs , dance drama,recitation

of different activities.
 NCF-2005 on LANGUAGE EDUCATION

According to a report of the World Bank (June 2005),

50% of the world’s out-of-school children live in
communities where the language of schooling is
rarely, if ever, used at home. This underscores the
biggest challenge to achieving Education For All(EFA):
A legacy of non-productive practices that lead to
low levels of learning and high levels of dropout and
repetition.
 NCF 2005 Gives a Fresh Impetus to Language Education:

1. A renewed attempt should be made to implement the the

language formula.

ii. Children's mother tongues, including tribal languages should be

considered as the best medium of instruction.

iii. Proficiency in multiple languages including English should be

encouraged in children.

iv. Reading should be emphasized throughout the primary classes.

Culture and language are intermingled. NCF 2005 advocates an

interdisciplinary approach. However, teachers of different subjects do
not discuss these matters. Language can relate all the subjects, as it is
the heart of education so is the heart of children. Centrality of
language, and achieving it would be a great milestone.
 Language area is one of the main areas of concern
in the NCF-2005, and also, in the position paper of
the National Focus Group on teaching languages.

 NCF 2005 considers that the three language

formula is an attempt to address the challenges
and opportunities of the language situation in
India.
 The three-language formula, as a strategy, was adopted
to create a space for the study of proximate languages,
classical language and foreign language.

 Space was also made for the study of the mother tongue.
The States were free to adopt languages in education
outside the Three-Language formula.

 Sanskrit could be introduced as a classical language. It

could also be adopted as a modern Indian language
without violating the spirit of the Three-Language
formula.
 As long as the basic spirit of the Three-Language formula is
maintained, there is no restriction on studying new
languages.

 Primary education should be bilingual. Successive stages of

bilingualism are expected to build up to an integrated
multilingualism.

 The first task of the school is to relate the home language to

the school language. Thereafter, one or more languages are
to be integrated so that one can move into other languages
without losing the first. This would result in the
maintenance of all languages complementing one another.
The National Policy on Education (NPE)- 1986 reiterated
the need for the implementation of the three language
formula in its true spirit while recording the unsatisfactory
implementation of the formula in some parts of the
country.
The National Curriculum Framework-2005 developed
after a nation-wide debate and discussion approved by
Central Advisory board of Education(CABE) makes the
following guidelines on language education:
 The primary aim of the three-language formula is to
promote multilingualism and national harmony. NCF-
2005, among other things, suggests that:

1. Language teaching should be multilingual not only in

terms of the number of languages offered to children
but also in terms of evolving strategies that would use
the multilingual classroom as a resource.

2. Home language(s) of children should be the medium

of learning in schools.
3. If a school does not have provisions for teaching in the
child’s home language(s) at higher levels, the primary
school education must still be covered through the home
language(s).
According to Article 350A of our Constitution, “It shall be the
endeavor of every state and of every local authority within the
state to provide adequate facilities for instruction in the
mother-tongue at the primary stage of education to children
belonging to linguistic minority groups”.

4. Children will receive multilingual education from the outset.

The three-language formula needs to be implemented in its
spirit, promoting multilingual communicative abilities for a
multilingual country.

5. Language education should not be confined to the language

classroom. A science, social science or mathematics class is,
ipso facto, a language class.
 The language education policy in the NCF-2005 and in
the position paper of the National Focus Group on
teaching of languages has been developed in the context
of societal and individual multilingualism obtaining in
our country.

 In this context, mother tongue has been defined as

languages of home, street, neighborhood, peer group
and kinship networks; regional language(s) as
language(s) widely spoken in the state, or in the case of
minorities outside the state; and state language(s) as
language(s) officially recognized by each state.

 This has also been worked out against the backdrop of

Hindi being our official and link language and English
being our associate official and international link
language. It is in this context, it has been suggested that:
 However, a regional language may not necessarily be
the mother tongue of all the learners in a state, or for
that matter in a classroom. It has been suggested that if
regional language is not a learner’s mother tongue then
her first two years of education may happen through
mother tongue. Class III onwards ‘regional language
may be adopted as a medium’ (NCF 2000).

 As envisaged by the NCF and National Focus Group, it is

extremely important for educationists and education
planners to realize that children may often come to
school with full-blown home and neighborhood
languages (i.e. Mother Tongues) that may be very
different from recognized official, scheduled or regional
languages of the neighborhood
 As approved by the Education Minister’s Conference (1949),
children of linguistic minorities have a constitutional right to
obtain education their mother tongue(s) if they so desire and
if the minimum number of such children is ‘10 in a class of
40 in a school’ (Kothari Commission). Regional language
must not come in at this stage.

 This will facilitate richer classroom transaction, greater

participation of learners and yield better learning outcomes.
All efforts must be made to provide adequate facilities for
this purpose. A positive attitude towards mother tongue
education must be ensured from all corners so that learners
do not hesitate to opt for the medium they are comfortable
with.
 The planners of the NCF-2005 and the members of the
National Focus Group suggest, in this connection, that
utmost care must be taken to produce textbooks, which
are not a poor translation of English books, in the
languages of these children.

 This is also the only way in which we may be able to

save some of our fast disappearing literacies and local
systems of knowledge as well as create a space for the
construction of new knowledge in these languages.
 In the middle or higher stages of school education, medium of
instruction may be gradually changed to the regional or state
language or to Hindi or English.

 Since we believe that primary education is to a great extent language

education, mother tongue(s) or regional language(s) should also be
taught as compulsory subjects.

 Human beings have enormous capacities to learn languages,

particularly when they are young. English at the conversational level
may be introduced in the Primary School, if adequate facilities are
available. Merely adding a few more years to the teaching of English
is not likely to produce any results. The National Focus Group
recommends that the teaching of English be woven into the texture
of developing strategies of teaching in a multilingual classroom.
Contrary to the common belief, languages flourish in each other’s
company. According to NCF-2005, English should not stand alone in
our school education system. The teaching of English should be
aimed at creation of multilinguals who can enrich our languages.
English needs to find its place along with other Indian languages in
different States.
 It should be obvious that three languages are the
minimum and not the upper limit of the Three-
Language Formula. Sanskrit should be studied as a
modern Indian language (its nature in which case should
be very different from classical Sanskrit) but nobody
should use it as a shield to get around the spirit of the
Three-Language Formula.

 Classical and foreign languages need to be studied in

their own right. They open up new horizons of
grammatical complexity; they also provide an access to
traditions, cultures and people that may otherwise be
inaccessible.
 As suggested in the position paper of the National Focus Group, we need
to locate language education programmes in a multilingual perspective.

 Multilingualism is a natural phenomenon which relates positively to

cognitive flexibility and scholastic achievement. What is critical is that
curriculum makers, textbook writers, teachers and parents start
appreciating the importance of multilingualism which sensitizes the child
to the cultural and linguistic diversity around her and encourages her to
use it as a resource for her development.

 There is a general consensus among language education planners that

bilingualism should be maintained throughout school education. It is,
therefore, necessary that the special features and contexts of the
languages which fall under the rubric ‘other’ for a child are kept in mind
while devising pedagogy for teaching and learning.

 These languages are repositories of rich cultural traditions and knowledge

systems and every effort needs to be made to keep them alive. It can be
done only by making provisions for them in the school curriculum
framework.
 The underprivileged speakers of minor, minority and tribal
languages often suffer severe linguistic deprivation also. It is
important for us to realize that the major languages of this
country, including English, can flourish only in the company
of and not at the cost of minor languages.

 The ideological position that the development of one

language also helps in the development of other languages in
its ecology leads one to expect that the development of even
some of the languages could provide marked impetus to the
rest of the languages in the case of the linguistically diverse
tribal areas and spur the speech communities to consciously
strive in that direction.
The NCF-2005 and the position paper of the National Focus
Group all along talk about multilingualism. Multilingualism
is constitutive of the Indian identity. Even the so-called
‘monolingual’ in a remote village often controls a verbal
repertoire that equips her to function adequately over a
large number of communicative encounters. In fact, the
multiplicity of Indian voices interacts with each other in the
Indian linguistic and sociolinguistic matrix which is built on
a variety of shared linguistic and sociolinguistic features. On
the other hand, several recent studies have effectively
demonstrated the positive relationship of bilingualism with
cognitive growth and scholastic achievement. The 1991
census recorded a total of 119 languages belonging to 5
different language families in this country. Over 87
languages are used in the print media, 71 languages are
used in the radio and the administration of the country is
conducted in 22 different languages.
 Cummins and Swain 1986, among others) have now
convincingly shown that there is a highly positive
relationship between bilingualism, cognitive flexibility
and scholastic achievement.

 Bilingual children not only have control over several

different languages but are also academically more
creative and socially more tolerant.

 The wide range of linguistic repertoire that they control

equips them to negotiate different social situations
more efficiently.

 There is also substantial evidence to show that bilingual

children excel in divergent thinking.
 There is thus every reason to promote bilingualism in
the school curricula. We need to recognize here once
again that a variety of advanced level linguistic skills
easily get transferred from one language to another and
the learner does not have to put in any extra effort for
this largely unconscious transfer.

 Bilingual children not only have control over several

different languages but are also academically more
creative and socially more tolerant. The wide range of
linguistic repertoire that they control equips them to
negotiate different social situations more efficiently.
There is also substantial evidence to show that bilingual
children excel in divergent thinking.
 Social harmony in a country as diverse as India is only possible
through mutual respect for each others’ language and culture.

 Such respect can only be built on knowledge. Ignorance breeds

fear, hatred and intolerance and is the greatest barrier to
national identity formulation.

 With each State having one dominant language, there is bound to

develop a certain amount of ethnocentric attitude and loyalty.

 This not only hampers the free movement of people and ideas
but also imposes restriction on creativity, innovation and
diffusion and retards modernization of the society.

 Now that we also know of the positive relationship between

multilingualism, cognitive growth and educational achievement,
there is every need to promote multilingual education in schools.
 The position paper on teaching languages with
reference to NCF-2005, talks about certain basic
principles that should inform our language teaching
methods, and suggests that every teacher will evolve his
or her specific method depending on a variety of social
psychological, linguistic and classroom variables.

 The new dispensation must empower the teacher to use

his or her space in the classroom more effectively and
innovatively. Some of these basic principles, among
others, include:
 Learner: Whatever be the method used in the classroom,
the learner should never be treated as an empty
receptacle. She should be at the center of the teaching-
learning process. The teacher will gradually need to
explore the cognitive potential and interests of the
learner to adjust her language teaching methodology.

 Attitude: It is only when the teacher will be positively

inclined towards all pupils, irrespective of their caste,
color, creed or gender that they will tend to get
positively motivated to be involved in the teaching-
learning process. Teachers’ positive attitudes will also
go a long way in lowering the anxiety levels of learners
which are known to obstruct the learning process.
 Input: Following Krashen (1981, 1982), we suggest that the input should be rich,
interesting and challenging and should be woven around topics which encourage peer
group learning. Modern technology may help schools in a significant way in this
context.

 The teacher will gradually need to explore the cognitive potential and interests

of the learner to adjust her language teaching methodology.

Multilingualism as a Resource: As we have argued elsewhere in this paper,

language teaching methods can be eminent sites for utilizing the multiplicity of

languages available in the classroom. A sensitive analysis of the

multilingualism

obtaining in the classroom in collaboration with children will help in creating a

metalinguistic awareness among the teachers and the taught. Translation may
prove to be a very powerful tool in this context.
 Issues of Gender and Environment: It is necessary that
modern language teaching methods create awareness
about the gender and environment issues among
children. It should be possible to address these issues
implicitly and effectively through careful and sensitive
language teaching methods.

 Assessment: Every possible effort should be made to

make assessment a part of the teaching-learning
process. Whenever we break the normal classroom
processes for a test or examination, we mange to raise
the anxiety levels of the learners, disrupting the
learning process in a significant way.