Evaluating the Impact of the Three-Language Formula under NEP 2020 on Language Education and Cultural Integration in Tamil Nadu: Challenges and Opportunities

Abstract

The introduction of a third language, particularly Hindi, as proposed under the National Education Policy (NEP) 2020, has sparked significant debate in Tamil Nadu. Rooted in a historical resistance to Hindi imposition dating back to the Anti-Hindi Agitations of the 20th century, the issue reflects deep-seated cultural, political, and educational concerns. Tamil Nadu has consistently upheld a two-language policy—Tamil and English—and views the inclusion of Hindi as a threat to linguistic and cultural identity. Politically, it is perceived as an infringement on state autonomy and a move toward centralization, which has intensified opposition from regional parties and civil society groups. Pedagogically, there are challenges related to the shortage of qualified Hindi teachers, lack of localized curriculum resources, and concerns about academic burden on students. Moreover, socio-economic disparities between urban and rural schools could further widen if Hindi proficiency becomes linked to future opportunities. While NEP 2020 promotes flexibility and emphasizes the importance of mother tongue education, ambiguity in the policy's implementation framework has fueled apprehension that Hindi may eventually be imposed indirectly. This paper explores the multifaceted issues surrounding the introduction of Hindi as a third language in Tamil Nadu, highlighting the need for a sensitive, region-specific approach that respects linguistic diversity, protects cultural identities, and ensures educational equity. The resolution of these challenges will be critical to achieving the NEP’s broader goals of national unity and inclusive education without undermining regional autonomy.