Three Language

Formula (TLF)
 Post Independence Development
• The first important commission, after the attainment of freedom
was the University Education Commission in 1948 under the
chairmanship of Dr S. Radhakrishnan. The commission
recommended continuance of English in the curriculum as it has a
rich literature and by giving it up we would be cut off from the
living stream of ever growing knowledge.

• In 1952, the Secondary Education Commission formed to re-

organize the structure of secondary education recommended that
study of English should be given due position in secondary
schools and facilities should be made available at the middle
school stage for its study on optional basis.
 Secondary Education Commission

Recommendations at the middle school stage:

1. Mother-tongue or Regional language
2. Hindi for Non-Hindi regions
&
A modern Indian language for Hindi regions
3. English (optional)
 Secondary Education Commission
Recommendations at the secondary stage emphasized the study of two
languages. In this formula, the place of English comes after the mother
or the regional language. In other words, pupils of both Hindi and Non-
Hindi areas were free to study English as a second language if they so
desired.
1. Mother-tongue or Regional language
Or
A composite course of mother-tongue & classical language
 Secondary Education Commission
Recommendations at the secondary stage emphasized the study of two
languages
2. The second language to be chosen from among the following:
(a) Hindi (for those whose mother-tongue is not Hindi)
(b) Elementary English (for those who have not studied it in the
middle stage)
(c) Advanced English (who had studied it in middle stage)
(d) A modern Indian language (other than Hindi)
(e) A modern foreign language (other than English)
(f) A classical language
 Post Independence Development

In 1956, the Central Advisory Board of Education (Kendriye Shiksha

Salahkaar Board) examined the complex problem of the teaching of
languages in relation to the needs of the country. While keeping the
importance of English in view, it devised a three-language formula
which was simplified and approved by the conference of Chief
Ministers in 1961.

The following two formulae were prepared in which English was

proposed to be studied either as a second or a third language.
 Post Independence Development

In Formula No.1, English was given a second or third place; and

In Formula No.2, English was to be studied as a second language. In
order to maintain uniformity of standards in both Hindi and Non-Hindi
areas, pupils were expected to study English as a second language
rather than as third language.
Hence, we see in these two three-language formulae that the
importance of English was not ignored and it was given next position
after the mother tongue or the regional language.
 Post Independence Development

In 1964, Indian Education Commission was appointed under the

chairmanship of Dr. D.S Kothari. This commission proposed its
modified three language formula
 Indian Education Commission
1. The mother-tongue or the regional language
II. The official language of the union
or
The associate official language so long as it exits
III.A modern Indian or Foreign language (not covered under I & II and
other than the medium of education)
In this formula the position of English is at number two because in
Hindi areas, the first language will be Hindi and hence they will prefer
English as their second language. Similarly in Non-Hindi areas, the first
language will be the mother-tongue or regional language of the area.
 The Three Language Formula

The three language formula came into force in 1968 after the Indian
Parliament recommended/approved it. Broadly, it aims at enforcing
the three-language formula as follows:

•Hindi, English and a modern Indian language (preferably a South

Indian/ Dravidian language) in Hindi speaking areas/states;

•Regional/State language, Hindi and English in the non-

Hindi speaking areas/states
 Language Policy in India

• Official language – Hindi (Federal Language)

• Co-official Language – English (for non-Hindi speaking states)
• Scheduled Languages – 22 Languages (mentioned in the 8th
Schedule to the Indian constitution representing 90-95% of
Indian population) that are granted legal status by the Indian
government.
 The Three Language Formula (TLF) in Indian
Education (1968-2019)
• First language: Mother tongue or the regional language
• Second language: Modern Indian language or English (in Hindi
speaking areas) or Hindi or English (in Non-Hindi speaking areas)
• Third language (not studied as the second language): Modern
Indian language or English (in Hindi speaking areas) or Hindi or
English (in Non-Hindi speaking areas)
 Central and State Level TLF
• Central
“It is imperative that we honour the child's home language(s). According
to Article 350A of our Constitution, ‘It shall be the endeavour 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

येक रा य और रा य के भीतर येक थानीय ा धकारी भाषाई अ पसं यक-वग के

बालक को श ा के ाथ मक तर पर मातृभाषा म श ा क पया त सु वधा क व था
करने का यास करेगा ।
NCF (2005)
 Central and State Level TLF
• State
“Kannada language shall be taught as a compulsory language in all
classes, in all schools in the State, either as a first language or as
a second language in the phased manner.”
(Kannada Language Learning Bill, 2015)
“…Malayalam shall taught as a compulsory language from class first
standard to tenth standard in all schools starting from the
academic year 2017-2018 in the state.”
(Malayalam Language Bill, 2017)
 Central and State Level TLF

The above mentioned contradiction in the implementation of the

TLF shows how nationalist linguistic interests at the Centre and
sub-nationalist linguistic interests at the State-level neglects
mother tongue language literacy.
• Origins of the Three Language Policy (1948)

• Recommendations for the use of TLF at the Secondary

School level (1952)

• The Official adoption of TLF (1968)

• Implementation and reinforcement of TLF (National

educational policy documents 1986, 1988, 2000, 2005,
2020)
 The Three Language Policy
• The current three language policy promotes Hindi and English
languages.
• This policy fulfils the linguistic interests of dominant ethnic
communities in India.
• Though TLF provides scope for mother tongue language education,
the emphasis is lost due to varied implementation.
- The linguistic minorities either find their mother tongue [MT]
being totally ignored or they end up learning four languages.
- Amidst asserting political rights of dominant ethnic groups, the
TLF fails to protect various mother tongues from becoming extinct.
 The Three Language Policy

• For the learners from a Southern State where English, Hindi, State
language (say, Tamil) have different phylogenic affiliations
(vanshavali), the level of difficulty for learners is high.
• It seeks to bring about homogenization (samjatiyata) in a
traditionally heterogeneous social set-up (paramparik roop se
vishamjatiye samajik vyayvastha mein…). The policy seeks to give
prominence and importance to the so-called standard (manak)
variety of State languages. The regional varieties are completely
ignored.
 Recommended changes in the three-language policy for
pedagogic purposes
The three language policy Recommended changes
First language: Mother tongue or the First language: Mother tongue or the
regional language regional language
Second language: Modern Indian Second language: English
language or English (in Hindi-speaking
areas) or Hindi or English (in Non-
Hindi speaking areas)
Third language: (not studied as the Third language: Indian language of
second language) Modern Indian the learner’s choice (listed in the 8th
language or English (in Hindi-speaking Schedule to the Constitution)
areas) or Hindi or English (in Non-
Hindi speaking areas)
• Under the section called ‘multi-lingualism, and power of language’,
wherever possible, the medium of instruction until at least Grade 5, but
preferably till Grade 8 and beyond, will be the home language/mother
tongue/local language/regional language. Thereafter, the home/local
language shall continue to be taught as a language wherever possible.
This will be followed by both public and private schools
• The new National Education Policy (NEP) recommends that all
students will learn three languages in their school under the 'formula'.
At least two of the three languages should be native to India.
• Sanskrit will be offered at all levels of school and higher education as
an important, enriching option for students, including as an option in
the three-language formula.
• All students in all schools, public or private, will have the option of
learning at least two years of a classical language of India and its
associated literature, through experiential and innovative approaches,
including the integration of technology, in Grades 6-12, with the option
to continue from the middle stage through the secondary stage and
beyond.
• In addition to high quality offerings in Indian languages and English,
foreign languages, such as Korean, Japanese, Thai, French, German,
Spanish, Portuguese, and Russian, will also be offered at the
secondary level, for students to learn about the cultures of the world
and to enrich their global knowledge and mobility according to their
own interests and aspirations.
• The three-language formula will continue to be implemented while
keeping in mind the Constitutional provisions, aspirations of the
people, regions, and the Union, and the need to promote
multilingualism as well as promote national unity.
• However, there will be a greater flexibility in the three-language
formula, and no language will be imposed on any State. The three
languages learned by children will be the choices of States,
regions, and of course the students themselves, so long as at least
two of the three languages are native to India.
• Students who wish to change one or more of the three languages
they are studying may do so in Grade 6 or 7, as long as they are
able to demonstrate basic proficiency in three languages
(including one language of India at the literature level) by the end
of secondary school.
• The Eighth Schedule to the Constitution of India lists the official
languages of the Republic of India. At the time when the Constitution
was enacted, inclusion in this list meant that the language was
entitled to representation in the Official Languages Commission. The
language would be one of the bases that would be used to enrich
Hindi, the official language of the Union (Article 351)

• The Eighth Schedule of the Indian Constitution lists 22 languages,

which have been referred to as scheduled languages and given
recognition, status and official encouragement. In addition, the
Government of India has awarded the distinction of Classical
Language to Kannada, Malayalam, Odia, Sanskrit, Tamil and Telugu.
Classical language status is given to languages which have a rich
heritage and independent nature.
As per Articles 344(1) and 351 of the Indian Constitution, the
eighth schedule includes the recognition of the following 22
languages:
1. Assamese 2. Bengali 3. Bodo
4. Dogri 5. Gujarati 6. Hindi
7. Kannada 8. Kashmiri 9. Konkani
10. Maithili 11. Malayalam 12. Manipuri
13. Marathi 14. Nepali 15. Odia
16. Punjabi 17. Sanskrit 18. Santali
19. Sindhi 20. Tamil 21. Telugu
22. Urdu
• The Government of India is now under an obligation to take
measures for the development of the languages in the 8th
Schedule, such that ‘they grow rapidly in richness and become
effective means of communicating modern knowledge’.

• In addition, a candidate appearing in an examination conducted

for public service is entitled to use any of these languages as the
medium in which he or she answers the paper.

• At present, as per Ministry of Home Affairs, there are demands for

inclusion of 42 more languages in the Eighth Schedule to the
Constitution.
• The Government is conscious of the sentiments and requirements
for inclusion of other languages in the Eighth Schedule, and will
examine the requests keeping in mind the sentiments, and other
considerations such as evolution of dialects into language,
widespread use of a language etc.
 Significance of 8th Schedule
• The language would be one of the bases that would be used to
enrich Hindi, the official language of the Union (Article 351). Hindi
can be enriched by assimilating the form, style and expression
used in Hindustani and other languages mentioned in the 8th
Schedule. It may draw its vocabulary primarily from Sanskrit and
secondarily from other languages.

• Many languages in the 8th Schedule have the distinction of

Classical Language to Kannada, Malayalam, Odia, Sanskrit, Tamil
and Telugu.

• Government is making an effort now to ensure that the languages

mentioned in the 8th Schedule grow rapidly in richness and
become effective means of communicating modern knowledge.
 Significance of 8th Schedule

• A candidate appearing in an examination conducted for public

service is entitled to use any of these languages as the medium
in which he or she answers the paper.
• Other languages may also be added such that it leads to
evolution of dialects into language, widespread use of a
language etc.
In January 2017, a group of Hindi professors wrote to Prime Minister
Narendra Modi requesting not to add dialects of Hindi, like Bhojpuri,
Angika and also Rajasthani, in the Eighth Schedule of the Constitution
as full-edged Indian languages.
This development came months after Union Minister Arjun Ram
Meghwal had announced that Rajasthani would be added to 8th
Schedule. In December 2016, Bihar Chief Minister Nitish Kumar also
had raised a similar demanded for Bhojpuri.
What these Hindi scholars are arguing?
Eighth schedule means independent identity of a language and Hindi’s
prime strength is the large number of its speakers. Recognition of its
dialects as separate languages will deprive Hindi of millions of its
speakers. They fear that there will be eventually be no Hindi left if its
key dialects are recognized as separate languages.