Report on Linguistic Diversity and its Alignment with Sustainable Development Goals

Introduction: Language Policy as a Catalyst for Sustainable Development

Recent public discourse surrounding language policy in India offers a critical lens through which to examine progress towards several United Nations Sustainable Development Goals (SDGs). The debate, particularly in Maharashtra, highlights the intricate relationship between language, education, social equity, and peace. This report analyzes the situation, focusing on how promoting linguistic harmony is integral to achieving SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice and Strong Institutions).

Case Analysis: The Hindi-Marathi Language Debate

Policy Implementation and its Connection to SDG 4

The discussion was ignited by a state government decision in Maharashtra to mandate Hindi as a third language in primary schools, alongside Marathi and English. This move, while aligning with the national three-language formula, has raised important questions regarding the implementation of SDG 4, which calls for inclusive and equitable quality education for all. The challenge lies in balancing national education frameworks with the preservation of regional linguistic heritage, ensuring that educational policies do not inadvertently create barriers for native speakers.

Public Figures as Partners for the Goals (SDG 17)

The engagement of prominent cultural figures in this debate exemplifies SDG 17 (Partnerships for the Goals), where influential voices contribute to societal dialogue on sustainable development. Their perspectives provide valuable insights into the lived experiences of navigating India’s linguistic landscape.

Perspectives on Social Cohesion and Reduced Inequalities

R. Madhavan: A Personal Testimony on Intercultural Harmony

Actor R. Madhavan provided a compelling perspective rooted in personal experience, directly supporting the principles of SDG 16, which aims to promote peaceful and inclusive societies. His statements underscore that multilingualism is a powerful tool for fostering unity and understanding.

• Personal Experience: Madhavan, a native Tamil speaker proficient in Hindi and Marathi, stated, “I have never had any problem because of language – neither because of knowing it nor because of not knowing it.”
• Cultural Enrichment: He emphasized that his exposure to diverse languages and cultures across India has only enriched his personal and professional life, demonstrating a practical model for social integration.
• Contribution to SDG 16: His experience serves as an example of how individual multilingualism can break down cultural barriers, contributing to a more peaceful and inclusive society.

Supporting Voices for Linguistic Equity and SDG 10

Other public figures have echoed the need for linguistic equality, a cornerstone of SDG 10 (Reduced Inequalities). This goal seeks to reduce inequality within and among countries, which includes preventing the marginalization of linguistic groups.

1. Udit Narayan: The singer highlighted the importance of his ‘Karma bhoomi’ (workplace) of Maharashtra, stating, “the language here is also important. Along with that, all the languages in our country are equally important.” This view advocates for a non-hierarchical approach to languages, crucial for ensuring social equity.
2. Ajay Devgn: The actor also briefly addressed the issue, indicating widespread awareness and engagement on the topic among cultural influencers.

Conclusion: Fostering an Inclusive Society Through Language

The ongoing dialogue on language policy in India is fundamentally a discussion about the nation’s commitment to the 2030 Agenda for Sustainable Development. The perspectives shared by figures like R. Madhavan demonstrate that embracing linguistic diversity is not a challenge but an asset. By crafting educational policies that reflect the principles of SDG 4, promoting respect for all languages to advance SDG 10, and celebrating multilingualism as a path to social harmony under SDG 16, India can build stronger, more inclusive, and peaceful institutions for all its citizens.

Analysis of the Article in Relation to Sustainable Development Goals

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The following SDGs are relevant to the article:

• SDG 4: Quality Education

  The article directly discusses a government decision regarding education policy, specifically the mandate to include Hindi as a third language in state-run primary schools in Maharashtra. This connects to the goal of providing inclusive and equitable quality education.

• SDG 10: Reduced Inequalities

  The discussion revolves around a “linguistic and regional divide,” which is a form of social inequality. The debate on the status of different languages (Hindi and Marathi) touches upon ensuring equal opportunity and inclusion for different linguistic groups.

• SDG 11: Sustainable Cities and Communities

  Language is a critical component of cultural heritage. The debate about preserving the importance of a regional language like Marathi while implementing a national language policy relates to the goal of protecting and safeguarding cultural heritage.

• SDG 16: Peace, Justice and Strong Institutions

  The article mentions “heightened tensions” resulting from a government decision. This relates to the goal of promoting peaceful and inclusive societies. The controversy highlights the challenge of creating responsive and inclusive policies and institutions that can manage cultural diversity without causing social friction.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. SDG 4: Quality Education

   • 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… appreciation of cultural diversity and of culture’s contribution to sustainable development.”
     
     Explanation: The article’s focus on the “three-language formula” and the debate over valuing all Indian languages equally (as stated by Udit Narayan) directly relates to education for the appreciation of cultural and linguistic diversity.

2. SDG 10: Reduced Inequalities

   • Target 10.2: “By 2030, empower and promote the social, economic and political inclusion of all, irrespective of… ethnicity, origin… or other status.”
     
     Explanation: The “linguistic and regional divide” mentioned in the article is an issue of social inclusion. The debate questions whether the language policy promotes the inclusion of all linguistic groups or marginalizes speakers of the regional language.

3. SDG 11: Sustainable Cities and Communities

   • Target 11.4: “Strengthen efforts to protect and safeguard the world’s cultural and natural heritage.”
     
     Explanation: The debate reflects a tension between a national policy and the preservation of local cultural heritage, where language is a key element. Udit Narayan’s comment that “We live in Maharashtra… So, the language here is also important” underscores the importance of safeguarding the regional language as part of the local culture.

4. SDG 16: Peace, Justice and Strong Institutions

   • Target 16.7: “Ensure responsive, inclusive, participatory and representative decision-making at all levels.”
     
     Explanation: The “wave of criticism” and “heightened tensions” triggered by the government’s decision suggest that the policy-making process may not have been perceived as inclusive or responsive to the concerns of all stakeholders, leading to social friction.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. For Target 4.7:

   • Indicator (Implied): The implementation and content of language policies in schools. The article explicitly mentions the government’s mandate to include “Hindi as a third language in state-run primary schools, alongside Marathi and English,” which serves as a direct indicator of policy action related to multilingual education.

2. For Target 10.2:

   • Indicator (Implied): Public perception of linguistic division and inclusion. The article notes that the “linguistic and regional divide… has become a hot topic,” and R Madhavan is asked to comment on it. Tracking public discourse and sentiment on this issue can serve as an indicator of perceived inclusion or inequality.

3. For Target 11.4:

   • Indicator (Implied): Policies and public discourse concerning the status of regional languages. The debate itself, and statements from public figures like Udit Narayan emphasizing the importance of Marathi as the language of the ‘Karma bhoomi’, are indicators of the ongoing effort and value placed on safeguarding local linguistic heritage.

4. For Target 16.7:

   • Indicator (Implied): The level of public contestation of government policies. The “wave of criticism” against the government’s decision is an indicator of the public’s response to the decision-making process, suggesting a gap in perceived responsiveness and inclusivity.

4. Table of SDGs, Targets, and Indicators

Source: timesofindia.indiatimes.com