Report on India’s Language Policy and its Implications for Sustainable Development Goals

Introduction: A Framework for Analysis

This report analyzes the ongoing debate surrounding the role of the English language in India, examining its historical context and the current political tensions driven by the Bharatiya Janata Party (BJP) government. The analysis is framed through the lens of the United Nations Sustainable Development Goals (SDGs), focusing on how language policy impacts education, economic growth, inequality, cultural heritage, and social cohesion.

SDG 4: Quality Education and Lifelong Learning

The debate over language directly impacts the accessibility and quality of education in India, a core tenet of SDG 4. The medium of instruction is a critical factor in determining educational outcomes and future opportunities.

The Role of English in Educational and Professional Attainment

• English proficiency is perceived as essential for upward mobility. As stated by student Shivam Singh, “English gives you an edge. All the internships I cracked was because I could hold conversations in English.”
• The historical precedent set by British politician Thomas Macaulay established English as the language of higher education and administration, creating a privileged, English-educated elite.
• This legacy persists, with English-medium schools concentrated in urban areas, creating a disparity that affects rural and lower-caste communities, thereby hindering inclusive and equitable quality education for all.

Challenges to Multilingual Education

• The government’s promotion of Hindi, such as the decision to make it a compulsory third language in public primary schools in Mumbai, has led to protests, highlighting the challenge of implementing a multilingual education policy that respects regional identities.
• The dominance of English and Hindi marginalizes indigenous languages, threatening the linguistic diversity that is a key component of a comprehensive and culturally sensitive education system.

SDG 8 & 10: Decent Work, Economic Growth, and Reduced Inequalities

Language proficiency is a significant determinant of economic opportunity in India, directly influencing the nation’s progress towards SDG 8 (Decent Work and Economic Growth) and SDG 10 (Reduced Inequalities).

English as a Catalyst for Economic Opportunity

1. India’s large English-speaking population (over 130 million) has been a key driver of economic growth, attracting foreign investment and powering critical sectors like technology and startups.
2. Proficiency in English is often a prerequisite for well-paying jobs and lucrative careers. As housekeeper Vaishnavi Gujanan Narote noted, without English, “all you can do is stay here and do odd jobs, but not get a good post.”
3. Opposition leader Rahul Gandhi argued that English is “not a barrier, it’s a bridge… not shame, it’s strength,” emphasizing its role in global competitiveness.

Linguistic Divides and Socio-Economic Disparities

• The prominence of English has deepened social and economic divides, creating significant inequalities (SDG 10). Access to English education is often limited to wealthier, urban, and higher-caste families.
• This linguistic divide excludes a large portion of the population from economic advancement, reinforcing existing social hierarchies and impeding progress towards reducing inequality within the country.
• The government’s focus on Hindi is seen by critics as a move that could undermine India’s global competitiveness and the economic aspirations of its citizens who see English as a gateway to opportunity.

SDG 11 & 16: Sustainable Communities, Cultural Heritage, and Peaceful Societies

The language debate in India has profound implications for the protection of cultural heritage (SDG 11, Target 11.4) and the promotion of peaceful and inclusive societies (SDG 16).

Threats to Linguistic Heritage

• The promotion of Hindi and the continued dominance of English pose a threat to India’s vast linguistic diversity. According to UNESCO, nearly 200 Indian languages are classified as endangered.
• The People’s Linguistic Survey of India reports that over 220 languages have disappeared in the last 50 years, representing a significant loss of cultural heritage.
• Activist Aloka Kujur highlights this loss, stating that the proliferation of English has cost her indigenous community, which speaks the “vulnerable” Kuduk language, recognition and respect.

Language Policy, National Identity, and Social Stability

1. The BJP’s promotion of Hindi is linked to its Hindu-nationalist vision, aiming to homogenize the country and consolidate its political base. This has been demonstrated by using “Bharat” instead of “India” in official G20 summit invitations.
2. This policy has inflamed regional tensions and led to social unrest, undermining the goal of building peaceful and inclusive societies (SDG 16). Recent clashes in Mumbai over the imposition of Marathi and Hindi are a clear example.
3. Resistance is particularly strong in southern states, where regional languages are symbols of local identity and autonomy, and in states like Maharashtra, which have strong pride in their own languages. The government’s policy risks further fragmenting an already diverse nation.

SDGs Addressed in the Article

1. SDG 4: Quality Education

   • The article extensively discusses the role of language in education, from the colonial-era introduction of English as the medium of instruction to the current debate over making Hindi a compulsory language in public schools. It highlights how language proficiency, particularly in English, is perceived as essential for quality education and future opportunities. The opposition leader’s call to “teach every child English” directly links to educational policy and quality.

2. SDG 8: Decent Work and Economic Growth

   • A central theme is the connection between English language skills and economic opportunity. The article states that English proficiency is “crucial to upward mobility” and that those without it are “largely excluded from lucrative careers.” It provides personal accounts of individuals whose job prospects were directly impacted by their English skills, linking language to decent work. Furthermore, it notes that India’s English-speaking population has “helped attract billions in foreign investment,” connecting it to broader economic growth.

3. SDG 10: Reduced Inequalities

   • The article explicitly points out that the prominence of English has “deepened social divides.” It details how access to English education is unequal, stating that “Wealthier, urban, or higher-caste families are far more likely to be fluent in English,” which leaves “rural and lower-caste communities locked out.” This directly addresses the goal of reducing inequalities based on economic status and origin.

4. SDG 11: Sustainable Cities and Communities

   • The article touches upon the preservation of cultural heritage, a key aspect of SDG 11. It highlights the negative impact of the dominance of English and Hindi on the country’s linguistic diversity, noting that “rapid urbanization, have marginalized many of the country’s indigenous languages.” The mention that over 220 languages have disappeared and nearly 200 are endangered speaks directly to the need to safeguard cultural heritage.

5. SDG 16: Peace, Justice and Strong Institutions

   • The article describes how language tensions are “spilling into the streets,” leading to social conflict. It cites specific instances of a “heated confrontation on a train,” “clashes,” and “violent clashes” sparked by language policies. This relates to the goal of reducing violence and promoting peaceful and inclusive societies. The pushback from non-Hindi-speaking regions also suggests a challenge to inclusive and representative decision-making by institutions.

Specific Targets Identified

1. SDG 4: Quality Education

   • Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.

     The article emphasizes that English is a critical skill for employment. A student is quoted saying, “I wanted to get a good job… English gives you an edge. All the internships I cracked was because I could hold conversations in English.” This directly aligns with acquiring relevant skills for the job market.

   • Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including … indigenous peoples and children in vulnerable situations.

     The article identifies “rural and lower-caste communities” as vulnerable groups who are “locked out” from opportunities because English-medium schools are concentrated in urban areas. This points to a lack of equal access to quality education for vulnerable populations.

   • Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for … promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity…

     The debate itself, balancing the promotion of local languages (“the jewels of our culture”) against English as a language of “global commerce” and “global citizenship,” is central to this target. The article also highlights how the failure to appreciate cultural diversity leads to violent clashes, reinforcing the need for education that promotes peace.

2. SDG 8: Decent Work and Economic Growth

   • Target 8.5: By 2030, achieve full and productive employment and decent work for all women and men … and equal pay for work of equal value.

     The article provides direct evidence of how language skills are a barrier to decent work. A housekeeper is quoted: “I am not able to find a (well-paying) job, because they say I do not know English.” This shows a direct link between a specific skill and the ability to secure decent, well-paying employment.

3. SDG 10: Reduced Inequalities

   • Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of … origin, religion or economic or other status.

     The article describes how language proficiency creates a divide that leads to the economic exclusion of specific groups. The statement that the prominence of English has “deepened social divides” and excluded rural and lower-caste communities is a clear reference to the challenges of achieving social and economic inclusion for all.

4. SDG 11: Sustainable Cities and Communities

   • Target 11.4: Strengthen efforts to protect and safeguard the world’s cultural and natural heritage.

     This target is relevant through the article’s discussion of language loss. It states that “the dominance of English and Hindi … have marginalized many of the country’s indigenous languages” and that “more than 220 languages in the country have disappeared in the last 50 years.” This highlights a failure to safeguard linguistic cultural heritage.

5. SDG 16: Peace, Justice and Strong Institutions

   • Target 16.1: Significantly reduce all forms of violence and related death rates everywhere.

     The article mentions that language tensions are no longer just debates but are leading to physical conflict. The mention of “violent clashes in the state’s megacity Mumbai” directly relates to this target of reducing violence.

   • Target 16.7: Ensure responsive, inclusive, participatory and representative decision-making at all levels.

     The strong “pushback and protest” from southern states and Marathi-speaking regions against the promotion of Hindi suggests that government language policies are not perceived as inclusive or representative of the entire nation’s diverse population. The protests are a response to decision-making that is seen as non-participatory.

Indicators for Measuring Progress

1. For SDGs 4, 8, and 10 (Education, Work, and Inequality)

   • Proportion of the population proficient in English: The article provides a specific data point from the 2011 census: “more than 130 million people reporting English proficiency.” This can be used as a baseline indicator.
   • Employment outcomes based on language skills: The article provides qualitative indicators through personal stories, such as the student who “cracked” internships due to English and the housekeeper unable to find a “well-paying” job without it.
   • Disparity in access to education: The statement that “English-medium schools are mainly concentrated in urban areas” implies an indicator related to the geographic and demographic distribution of educational resources.

2. For SDG 11 (Cultural Heritage)

   • Number of endangered languages: The article gives a precise figure: “UNESCO classes nearly 200 Indian languages as endangered.”
   • Rate of language extinction: A historical indicator is provided: “more than 220 languages in the country have disappeared in the last 50 years.”

3. For SDG 16 (Peace and Justice)

   • Incidence of social conflict related to language: The article mentions “violent clashes,” “heated confrontation,” and “protest” as direct, observable indicators of a lack of social peace stemming from language policies.

Summary Table of SDGs, Targets, and Indicators

Source: cnn.com