From policy to practice: Challenges and pathway for advancing multilingual education through India’s national education policy 2020

Abstract

The National Education Policy (NEP) 2020 marks a significant shift in India’s educational framework, particularly with its emphasis on multilingual education (MLE) and mother tongue-based instruction (MTI). Recognizing India’s vast linguistic diversity, the policy advocates for teaching in the mother tongue or local language until at least Grade 5, aiming to improve educational outcomes and promote inclusivity. However, despite the policy’s potential benefits, implementation has been slow and uneven due to logistical challenges, resource limitations, and societal preferences for English as the primary medium of instruction. This paper reviews the current status of MLE and MTI implementation in India, identifies critical obstacles, and draws lessons from international case studies, including Finland, South Africa, and Singapore. By analyzing global best practices, the paper proposes actionable strategies for addressing these challenges, focusing on improving teacher training, enhancing resource allocation, and fostering societal acceptance. The study highlights the importance of a comprehensive, culturally sensitive approach to language education in India. It underscores the need for collaboration between policymakers, educators, and communities to achieve the transformative goals of NEP 2020.

Keywords

National Education Policy (NEP) 2020 multilingual education (MLE)mother tongue-based instruction (MTI)educational reform language policy Indian education

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