International Mother Language Day

Syllabus: GS2/Polity; Education

Context

• International Mother Language Day is observed on February 21, under the theme “Youth voices on multilingual education”.

About

• International Mother Language Day was proclaimed by the General Conference of the United Nations Educational, Scientific and Cultural Organization (UNESCO) in 1999, it was the initiative of Bangladesh. 
• The UN General Assembly welcomed the proclamation of the day in its resolution of 2002.

India as a Multilingual Society

• According to the 2011 Census, India is home to more than 1,300 mother tongues and 121 constitutionally recognised languages. 
• Each year, UNESCO publishes the State of the Education Report for India, focusing on a specific theme.
  • The 2025 edition, brought together global research, new national evidence and practical lessons to explore the state of Mother Tongue and Multilingual Education in India. 
• In 2022, in India, nearly 44% of children enter school speaking a language that is different from the medium of instruction, according to the NCERT.
  • For these children, learning begins with the added burden of decoding an unfamiliar language before grasping academic concepts. 

Significance of Education in Mother Tongue 

• Improved Comprehension and Learning: When children are taught in their mother tongue, they can understand and retain information more effectively.
• Cognitive Development: Learning in a familiar language supports cognitive skills, including problem-solving, critical thinking, and creativity. 
• Stronger Communication Skills: Mother tongue education helps children develop strong language skills, which are crucial for both oral and written communication. 
• Cultural Identity and Preservation: It strengthens children’s connection to their community and identity, fostering a sense of pride and belonging.
• Emotional Well-being: It allows children to express themselves more freely and participate in social and academic activities.
• Social Inclusivity: It promotes equality by ensuring that all children, regardless of their background, can access education effectively. 

Constitutional Provisions related to Promotion of Mother Tongue in India

• Article 29 (1) – Protection of Interests of Minorities: It ensures that any section of citizens, including linguistic minorities, have the right to conserve their language, script, and culture.
• Section 29(f) of Chapter V under Right to Education Act, 2009 clearly states that, the medium of instructions shall, as far as practicable, be in child’s mother tongue.
• Article 30 (1) – Right of Minorities to Establish and Administer Educational Institutions: It allows minorities, whether based on religion or language, the right to establish and administer educational institutions of their choice. 
• Article 350A – Facilities for Instruction in Mother Tongue at the Primary Stage: This article directs that the state shall provide facilities for instruction in the mother tongue at the primary level of education.
  • It emphasizes that, as far as possible, children should be taught in their mother tongue or regional language in the early stages of education.
• Article 350B – Special Officer for Linguistic Minorities: To safeguard and promote the interests of linguistic minorities, including the protection and development of their language and culture.

Government Initiatives to Promote Education in Mother Tongue: 

• National Education Policy (NEP) 2020: It provides, wherever possible, for medium of instruction to be in the home language/ mother tongue/ local language upto at least class 5 and preferably upto class 8.
  • It also provides for making available high quality text books in home language/ mother tongue and encouraging teachers to use a bilingual approach while teaching. 
• Bharatiya Bhasha Pustak Pariyojana (BBPP): Announced in the Union Budget 2025–26, this scheme aims to produce digital and printed textbooks in 22 Indian languages for school and higher education.
• Under the Grants for Promotion of Indian Language (GPIL) scheme, the Government provides grants for the promotion of Hindi, Veda, Classical Tamil, Sindhi and Urdu respectively.
• There are separate organisations for development and promotion of Hindi, Urdu, Sindhi and Sanskrit languages.
• All India Council for Technical education (AICTE) has issued guidelines permitting technical education institutions to offer their courses in local languages also. So far 19 institutions from 10 states have started offering such courses. 
• National initiatives: PM eVIDYA, Adi Vaani (developed by a national consortium), BHASHINI (BHash-based ANd Intelligent Node for InclusioN in India) and AI4Bharat’s community-developed language technologies show how digital platforms and artificial intelligence can help document endangered languages, and support teachers with multilingual resources.
• DIKSHA Portal: Course material including text books and teaching resources for Grades 1-12 are available on DIKSHA portal of the Government in 33 Indian languages and Indian Sign language. 

Conclusion

• The emphasis on mother tongue education is not a new concept. Historically, several countries have adopted this approach to enhance the learning experience of young children.
  • For instance, in the early 20th century, the Soviet Union implemented a policy of nativization that promoted education in the mother tongue of various ethnic groups. 
  • Similarly, in the 1950s, China introduced a policy to promote mother tongue education among its ethnic minorities.
• Embracing multilingualism is not merely an educational endeavour; it is a commitment to inclusivity and diversity. 
• India’s education system can foster a generation of individuals who are not only academically proficient but also culturally enriched and globally competent.

Source: TH