[Answered] Despite aspirations for English medium education, uneven state policies on instruction medium exist. Analyze the social justice and governance implications of language imposition, affecting equitable educational access and opportunities for citizens.

Introduction

Language in education is more than a medium—it’s a gateway to opportunity. In India, uneven language policies risk perpetuating inequality and excluding the marginalized from aspirational, upwardly mobile educational trajectories.

Social Justice and Governance Implications

1. Uneven State Language Policies: States like Andhra Pradesh and Karnataka have implemented English medium education in public schools, while others, such as Tamil Nadu, prioritize regional languages. The Supreme Court (2014) ruled against Karnataka’s attempt to impose Kannada, upholding constitutional choice in instruction medium.
2. NEP 2020 and Linguistic Concerns: Promotes mother tongue-based education till Grade 5 under the Three-Language Formula. Criticized for being perceived as anti-English, especially in non-Hindi states fearing linguistic hegemony. Risks centralizing language policy in a federal setup, undermining linguistic diversity.
3. Governance Ambiguities: Right to Education Act (2009) doesn’t specify medium of instruction. Articles 19(1)(a) and 30 protect freedom of expression and linguistic minority rights. In the absence of clear national guidelines, state-level inconsistencies emerge, affecting educational access.
4. Social Justice Dimensions: English proficiency = economic empowerment: Key to global job markets and higher education. Marginalized groups (Dalits, Adivasis, OBCs) seek English as a tool for upward mobility. Denying English medium in public schools forces poor students into vernacular-only education, while wealthier students access private English schools, widening inequality.
5. Educational Outcomes and Dual Track System: ASER 2022: Only 25.3% of Grade 5 government school children could read basic English, vs 41.5% in private schools. Unequal instruction medium leads to disparate academic achievement, reinforcing a class-based educational hierarchy.
6. Challenges to Implementation: Shortage of trained bilingual teachers, especially in rural areas. Lack of curriculum and materials in multiple languages hampers quality. Linguistic identity vs. aspirations: States struggle to balance cultural preservation with modern opportunities.

The Way Forward

1. Respect Parental Choice: Allow families to select preferred instruction medium, especially in public schools.
2. Multilingual Pedagogy: Introduce early mother-tongue instruction with gradual integration of English.
3. Strengthen Public English Medium Schools: Ensure quality English medium education in government institutions to level the playing field.
4. Capacity Building: Invest in teacher training, bilingual materials, and digital content.
5. Policy Coherence: National and state policies must align to promote both equity and aspiration.

Conclusion

Educational equity requires linguistic inclusion. Policymaking must uphold choice, balance aspirations with local identities, and empower the most disadvantaged—not entrench privilege through unequal language access in education.