Rethinking the Three-language Formula in Plurilingual India: Towards a Pragmatic Bilingual Model
J. JOHN SEKAR
*
Research Department of English, Academic Policies & Administration, The American College, Madurai – 625 002, India.
*Author to whom correspondence should be addressed.
Abstract
The Three-Language Formula (TLF) in India, introduced to promote national integration and linguistic harmony, remains a subject of ongoing debate and controversy. Initially envisioned to foster multilingual competence among Indian citizens, the formula is increasingly contested, especially by southern and north-eastern states, who argue that the imposition of Hindi undermines regional linguistic identities and educational autonomy. This article revisits the TLF in the context of contemporary educational, political, and linguistic developments in India. It draws on recent state-level demands for a two-language formula—mother tongue and English—as a more feasible and culturally sensitive approach. Through qualitative content analysis of policy documents, state government reports, and educational outcomes, this study examines whether the current multilingual model aligns with the evolving linguistic realities of India. Findings suggest that the TLF needs recalibration in favour of a bilingual model that prioritizes local language preservation while equipping learners for global competence. It concludes with policy suggestions aimed at balancing linguistic diversity, cultural preservation, and functional literacy.
Keywords: Three-language policy, bilingualism, Indian education policy, language politics, mother tongue education, English, Hindi imposition, linguistic diversity