Mentor’s Comment: UPSC mains have always focused on the main objectives of Population Education (2021) and National Education Policy 2020 (2020).

The main focus of this debate should be the public school students—they make up 55% of school enrolment in Tamil Nadu. Unlike children in private schools, who often get extra coaching or tuition, public school students cannot afford such support. The key question is: Does learning three languages instead of two really help public school students compete with wealthier peers in the job market and become productive citizens?

Today’s editorial discusses the introduction of a third language in academics and its potential impact. This topic is relevant for GS Papers 1 and 2 in the UPSC Mains examination.

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Let’s learn!

Why in the News?

Forcing students to learn a third language has no academic benefit and may create a generation unable to compete at the national level.

Does learning three languages instead of two really help public school students compete with wealthier peers in the job market and become productive citizens?

• Limited Practical Advantage: Learning a third language may not directly improve job prospects if core skills like English proficiency and technical knowledge are weak. Example: In national-level exams like UPSC or banking tests, fluency in English is more valuable than knowing a third language like Hindi.
• Unequal Access to Resources: Public school students often lack access to quality teaching and extra coaching for a third language, unlike wealthier peers in private schools.
  Example: A private school student can afford Hindi tuition, while a public school student relying only on classroom instruction may fall behind.
• Diverts Focus from Essential Skills: Adding a third language may reduce time spent on improving critical subjects like math, science, and literacy, which are key for future employment.
  Example: According to ASER 2024, 88% of Class 3 students in Tamil Nadu lack basic literacy—introducing a third language could widen this gap.

What is the primary concern regarding the three-language formula for public school students in Tamil Nadu?

• Increased Educational Burden: Public school students, who lack access to private coaching, face added pressure from learning a third language. Example: A child from a rural public school struggling with basic literacy in Tamil and English may find learning Hindi an additional challenge, reducing focus on core subjects.
• Inequality in Educational Access: Privileged students from private schools can afford supplemental learning (e.g., tuition), while public school students cannot. Example: A private school student can attend Hindi tuition, but a public school student relying solely on classroom instruction may fall behind.
• Poor Educational Infrastructure: Public schools lack qualified teachers to effectively teach a third language, which may lower educational quality. Example: Despite Tamil Nadu’s high education budget, 80-90% is spent on teacher salaries, leaving minimal funds for hiring new Hindi teachers or improving resources.
• Impact on Learning Outcomes: Introducing a third language diverts time from improving essential skills like literacy and numeracy, especially when foundational learning is weak. Example: According to ASER 2024, 88% of Class 3 students in Tamil Nadu lack basic literacy skills—adding a third language may further dilute learning time.
• Reduced National Competitiveness: Without strong English proficiency, public school students may struggle in national-level exams and job markets where English is dominant. Example: Tamil Nadu students competing for central services exams (UPSC) or jobs requiring English proficiency may be at a disadvantage if the focus shifts to Hindi instead of improving English skills.

Could learning a third language fail to improve cognitive abilities? 

Arguments in favour: 

• Cognitive Overload: Introducing a third language can overwhelm students, especially when basic literacy in the first and second languages is weak. Example: Public school students struggling with Tamil and English may face cognitive strain, reducing their ability to master essential subjects.
• Weak Foundation in Mother Tongue: Research suggests that proficiency in the mother tongue is crucial for cognitive development before introducing additional languages. Example: A child who lacks fluency in Tamil may struggle to grasp complex concepts in Hindi, leading to weaker overall comprehension.
• Limited Evidence of Cognitive Gains: While bilingualism enhances cognitive skills, there is no conclusive evidence that learning a third language improves cognitive abilities proportionately. Example: Studies show that depth of understanding in one or two languages is more beneficial than surface-level knowledge of multiple languages.

Arguments against: 

• Cognitive Overload: Introducing a third language can overwhelm students, especially when basic literacy in the first and second languages is weak. Example: Public school students struggling with Tamil and English may face cognitive strain, reducing their ability to master essential subjects.
• Weak Foundation in Mother Tongue: Research suggests that proficiency in the mother tongue is crucial for cognitive development before introducing additional languages. Example: A child who lacks fluency in Tamil may struggle to grasp complex concepts in Hindi, leading to weaker overall comprehension.
• Limited Evidence of Cognitive Gains: While bilingualism enhances cognitive skills, there is no conclusive evidence that learning a third language improves cognitive abilities proportionately. Example: Studies show that depth of understanding in one or two languages is more beneficial than surface-level knowledge of multiple languages.

How can child development be balanced with political concerns about language education?

• Optional Third Language Policy: Offer the third language as an optional subject rather than making it mandatory, allowing students to choose based on their interests and future needs. Example: Tamil Nadu could introduce Hindi as an optional third language from middle school, especially in urban areas where demand is higher.
• Focus on Core Language Proficiency: Prioritize strong literacy in the mother tongue and English to ensure foundational learning before adding an additional language. Example: Strengthening Tamil and English instruction in public schools will help students succeed in national-level competitive exams.
• Context-Sensitive Implementation: Implement language policies that reflect local realities and employment trends without compromising cultural identity. Example: In Tamil Nadu, where most job opportunities are available locally, bilingual education (Tamil and English) may be more practical than adding a third language.
• Equity in Language Resources: Ensure adequate teacher training and educational materials for any third language to avoid disadvantaging public school students. Example: Hiring qualified Hindi teachers and providing multilingual textbooks can ensure that students receive quality education if they choose a third language.
• Flexible Language Learning Pathways: Allow regional flexibility in adopting the three-language formula, adapting to the socio-political landscape while prioritizing student welfare. Example: Tamil Nadu could adopt a phased approach, starting with voluntary third-language instruction in district headquarters and expanding based on demand.

Way forward: 

• Strengthen Bilingual Education First: Focus on improving Tamil and English proficiency in public schools to ensure students develop strong foundational skills before introducing a third language.
• Flexible and Inclusive Language Policy: Implement a voluntary third-language framework, allowing students the choice to learn an additional language based on regional needs and career aspirations.

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