Devendra Fadnavis, Chief Minister of Maharashtra
The Maharashtra government’s recent directive to introduce Hindi as the third language in schools across the state has sparked widespread political and cultural backlash. Issued under the State Curriculum Framework for School Education 2024, the move aligns with the National Education Policy (NEP) 2020, which encourages multilingualism. However, critics argue it infringes on regional linguistic autonomy and dilutes the importance of Marathi.
Hindi as Third Language: A “General” Rule, Not a Mandate
The government resolution recommends that students from Classes 1 to 5 in Marathi and English medium schools will “generally” be taught Hindi as the third language. Importantly, the policy is not mandatory—students can opt for any other Indian language, provided at least 20 students in a class choose the same alternative. In such cases, schools are required to appoint a teacher or arrange for online instruction for the selected language. Despite this apparent flexibility, many educators and activists argue that the 20-student threshold is impractical, especially in smaller schools, making Hindi the de facto choice for most students.
Political and Cultural Reactions
The announcement has ignited strong reactions from political leaders and cultural activists alike. Marathi language advocates view this decision as a veiled attempt to impose Hindi on non-Hindi-speaking populations, echoing concerns long associated with the three-language formula.
Prominent political figures, including leaders from the Maharashtra Navnirman Sena (MNS) and the Congress party, have voiced their opposition. Raj Thackeray has warned of state-wide protests if the government does not reconsider the move. Similarly, several teachers’ associations have called for an immediate rollback of the policy, emphasizing that it contradicts earlier commitments to preserve the two-language system.
Government Defends Policy
In response to the criticism, Chief Minister Devendra Fadnavis clarified that Hindi is not being imposed, and that Marathi remains compulsory for all students in the state. He emphasized that the move is in accordance with NEP 2020, which promotes learning multiple languages to enhance cognitive and cultural development.
State Education Minister Dada Bhuse, who had previously put the decision on hold in April following public backlash, has now overseen its reinstatement. The updated policy reiterates that students have the right to choose a third language, but the logistics and real-world implementation remain contentious.
Educational Implications and Concerns
Education experts are divided on the policy’s impact. While supporters argue that early exposure to multiple languages enhances learning and future opportunities, critics believe it could overburden young students and marginalize local languages.
Vasant Kalpande, former chairperson of the Maharashtra State Board, noted that learning multiple scripts simultaneously—Marathi, Hindi, and English—may confuse younger children. Others raised logistical concerns over the availability of teachers for alternative languages and the feasibility of offering a diverse linguistic curriculum.
Broader Context: Language and Identity
Maharashtra is not the only state grappling with the complexities of NEP’s three-language formula. Tamil Nadu has long resisted the policy, sticking to a two-language system. Other states have adopted more flexible models that allow local choice without defaulting to Hindi. Maharashtra’s decision, critics argue, undermines its regional identity and sends a contradictory message about cultural inclusivity.
What Lies Ahead
As protests intensify and public debate widens, the Maharashtra government may be forced to revisit or refine the policy. Ensuring language learning remains inclusive and non-coercive while upholding national education goals will be a challenging balance to strike.
For now, the move to introduce Hindi as a third language in Maharashtra schools has reignited a long-standing debate on language, identity, and federalism—one that is likely to shape future education reforms not just in Maharashtra, but across India.
