Wednesday, Oct 28, 2020 | Last Update : 02:22 PM IST

  Opinion   Oped  18 Sep 2020  The curious case of Urdu in NEP 2020

The curious case of Urdu in NEP 2020

THE ASIAN AGE. | M MOHIBUL HAQUE
Published : Sep 18, 2020, 7:21 pm IST
Updated : Sep 18, 2020, 7:21 pm IST

NEP 2020 has given birth to apprehensions in the minds of Urdu lovers due to its unique status

Despite clarifications by the government the controversy is not dying. It calls for analysis of the NEP 2020 from the perspective of the status of Urdu. Representational Image
 Despite clarifications by the government the controversy is not dying. It calls for analysis of the NEP 2020 from the perspective of the status of Urdu. Representational Image

The Union Cabinet approved the new National Education Policy 2020 (hereafter NEP 2020) on 29 July, which proposes drastic changes in the Indian education system.

While there are several changes, reforms and policies that are being widely appreciated there are many ambiguities, gaps and contradictions that are creating apprehensions in the minds of many in general and linguistic and religious minorities in particular.

 

NEP 2020 has given birth to apprehensions in the minds of Urdu lovers due to its unique status. It should be borne in mind that Urdu is a pan-Indian language but it lacks the patronage of any state as official language.
Strangely, Urdu has not been mentioned anywhere in the 66 pages NEP 2020 released by the Union government. This conspicuous absence of Urdu drew widespread criticism across the country.

The government tried to alley the apprehensions of Urdu-lovers and Secretary of Higher Education is reported to have said: “Para 4.12, 22.6 and 22.18 of NEP 2020 talk of all languages mentioned in the Eighth Schedule of the Indian Constitution, which includes Urdu.

 

Incidentally, what is being deliberately and mischievously suppressed is that these paras do not talk of Hindi also, rather all languages of the Eighth Schedule are mentioned”.

Despite clarifications by the government the controversy is not dying. It calls for analysis of the NEP 2020 from the perspective of the status of Urdu.

NEP 2020 declares that “wherever possible, the medium of instructions until at least Grade 5, but preferably till Grade 8 and beyond, will be home language/mother tongue/local language/regional language”. (para 4.11, p.13)
This emphasis on the mother tongue arouses hopes that many languages of India facing the challenge of survival due to deliberate design of the colonial masters and later on the apathy of the successive governments may be saved from extinction.

 

Under the sub-heading, Multilingualism and the Power of Language, the government recognises the fact that “young children learn and grasp nontrivial concepts more quickly in their home language/mother tongue”.

While emphasis on primary education in mother tongue is praiseworthy the determination of home/local language will be problematic because the NEP 2020 does not mention what will be the unit of determination of local or home language.

For example, what is the home language of the people living in cities like Lucknow, Delhi, Moradabad, Meerut or states like UP, Bihar, Telangana, Jharkhand, Chhattisgarh and so on is indeed very difficult to determine.

 

Under these circumstances, the role of the central and state governments will become crucial in implementation of the three-language formula and Urdu in the absence of patronage and lacking job opportunities will certainly be marginalised.

Another important dimension of the language policy under NEP 2020 is the promise that “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.”(para 4.13, p. 14)

 

However, determination of a ‘region’ for the purpose of the implementation of the three-language formula needs clarification. Besides, three entities — states, regions and students — are created for exercising the freedom of choice in selection of three languages to be taught.

The question is what will happen if there is a clash in choice between states and students. For instance, a group of Urdu speaking students want to study Urdu while state emphasizes on Hindi, Sanskrit, Bangla, Odia, etc.

The apprehensions of Urdu-lovers are not unfounded because NEP 2020 besides especially promoting Sanskrit makes reference to other classical languages like Tamil, Telugu, Kannada, Malayalam, Odia, Pali, Persian and Prakrit but Urdu is not mentioned as a classical language as it seems that only ancient and not the medieval language/languages are recognized as classical under NEP 2020.

 

While the allegation of deliberate exclusion of Urdu is doing the rounds the government decided to introduce the Jammu and Kashmir Official Languages Bill 2020 in Parliament under which Urdu is set to lose its status of the sole official language of the erstwhile state of Jammu and Kashmir.

The anxiety can also be understood from the fact that according to Census of India 2011 Urdu is showing a steady decline as mother tongue since 1981(5.25), 1991(5.18), 2001 (5.01), and 2011(4.19).

Unlike other languages of the Schedule 8 of Indian Constitution whose speakers enjoy strong regional or state backing, people who speak Urdu are spread all over the country and therefore, it needs special consideration by the government for its survival and promotion.

 

 

The writer is a professor of political science at Aligarh Muslim University

Tags: nep 2020