In the heart of India’s ongoing language education debate, Tamil Nadu Chief Minister and DMK leader M K Stalin stands firm against the National Education Policy (NEP) 2020, suggesting it aims to impose Hindi on the southern state's diverse linguistic landscape. Recent census data, however, indicates that Tamil is thriving, now the second-most spoken language in southern India, boasting over 6.9 crore speakers nationwide.
According to the 2011 Census, Tamil ranks just behind Telugu, which leads with around 8.11 crore speakers. In Tamil Nadu specifically, approximately 88.37% of the population identifies Tamil as their primary language. Despite Tamil’s hold, the state has one of the lowest rates of multilingualism in India: only 28.3% are bilingual and a meager 3.39% are trilingual.
Amid this backdrop, Union Home Minister Amit Shah recently asserted on March 21, 2025, that there is no active effort to impose Hindi across the nation. Addressing concerns raised by Tamil Nadu's leadership, Shah stated, "They run shops on language to hide their corruption. Every language is like a jewel of the country." The Home Minister further declared that should the NDA government prevail in Tamil Nadu, medical and engineering courses will be made available in Tamil.
Stalin and his party, taking a strong stand for their language, argue that promoting Hindi over regional languages could dilute the cultural heritage that languages like Tamil represent. Shah's accusations against the DMK suggested that they leverage language-related grievances to cover up issues of corruption in their governance.
As the conversation evolves, linguists like Prof Ganesh Narayandas argue that the context of education has shifted significantly since the introduction of the three-language formula in the 1960s. Speaking with ETV Bharat, he stressed, "The situation was different in the 1960s when the three-language formula was brought in. Now, literacy has improved greatly... our outlook on language education also needs to change." Narayandas advocates for a review of the three-language policy, pointing out that modern times demand a fresh approach due to significant inter-state migration and urbanization.
Referring to the demographic changes spurred by migration, Prof Narayandas indicated that approximately 35% of people move between states for work, leading to a multilingual classroom dynamic. He mentioned that around 50% of classrooms now house students who speak various languages, necessitating innovative teaching methods that accommodate this diversity.
India's linguistic landscape is multifaceted, with the 2011 Census revealing that 66.56 lakh Tamil speakers identify it as their first subsidiary language. Looking beyond just numbers, the issue involves cultural representation and the preservation of minority languages amidst concerns of Hindi's expansion, which some believe undermines local dialects.
In response to these ongoing discussions, the NEP proposes a system where students learn Hindi and English alongside their mother tongues. While this formula aims to foster national integration, concerns linger about how such a model may inadvertently impose Hindi on states that prioritize their regional languages, as Tamil Nadu has prominently expressed.
Prof Narayandas further elaborated that Tamil Nadu and several other states—including Kerala, Karnataka, Andhra Pradesh, and Punjab—are concerned about these changes not only in terms of language but also in how they align with democratic principles, particularly around delimitation and representation. He questioned whether states that made strides in reducing their population through effective education and health programs would be penalized for their achievements.
Addressing the potential for language-based political agendas, he critiqued the BJP’s perceived push for Hindi dominance, which he described as a political directive detrimental to the collective linguistic identity of southern states. Narayandas highlighted that the Constitution has recognized 22 languages—representing India’s linguistic diversity—yet many local languages suffer from underinvestment and lack of institutional support.
Widespread recognition is growing about the benefit of teaching children in their mother tongues through primary education. Numerous studies endorse the idea that a mother-tongue approach up until at least the seventh standard yields positive academic results. However, Narayandas noted the societal trend where parents increasingly favor English-medium schools, often sidelining their native languages.
With the changing dynamics of migration, urbanization, and the educational landscape in India, there’s a tangible need for reform. Implementing systems that allow for multilingual education, as seen in states like Odisha and Chhattisgarh, could provide frameworks that better integrate diverse populations into educational settings without compromising the integrity of regional languages.
The dialogue surrounding language education in Tamil Nadu reflects broader national anxieties about identity, culture, and governance. With tensions rising between local and central authorities over educational directives, the push for a more inclusive linguistic policy is becoming increasingly central to political discourse. As the home minister's declarations continue to spark controversy, the question remains: how will India navigate its rich tapestry of languages without disenfranchising any segment of its population?
