Maharashtra withdraws its resolution to implement 3-language policy after huge backlash in the state
The Maharashtra Government has withdrawn two Government resolutions (GRs) related to the implementation of the three-language policy in schools, following a fierce backlash from opposition parties and civil society over what was perceived as the imposition of Hindi. Chief Minister Devendra Fadnavis announced that a new committee headed by noted educationist Dr Narendra Jadhav would re-examine the language policy in detail and submit a report within three months. Until then, both resolutions issued on April 16 and June 17 have been scrapped.
The controversy first erupted when the Government issued a GR in April making Hindi a compulsory third language for students in Classes 1 to 5 in English and Marathi medium schools. Opposition parties, including the Shiv Sena (UBT), Nationalist Congress Party (Sharad Pawar faction), and Maharashtra Navnirman Sena, termed the policy an attempt to erode regional identity and promote a cultural homogenisation under the guise of national integration. The resistance to Hindi is not unique to Maharashtra; southern states like Tamil Nadu, Karnataka, Kerala, and Andhra Pradesh have historically pushed back against any perceived attempt to promote Hindi at the expense of their native languages. This opposition is rooted in a mix of cultural pride, historical memory, and concerns about linguistic equity. In states like Tamil Nadu, anti-Hindi agitations of the 1960s left a deep imprint, shaping the political and cultural outlook for generations. In Maharashtra, the assertion of Marathi identity has always played a central role in political discourse. Any attempt to dilute this through what is seen as a “national” agenda often provokes strong emotional and political responses. The core concern in these regions is that Hindi, already dominant in the central Government and national media, is being imposed through educational policies that ignore local linguistic contexts. Critics argue that while students in non-Hindi-speaking states are expected to learn Hindi, there is no reciprocal encouragement for Hindi-speaking students to learn regional languages like Marathi, Tamil, or Kannada. This one-sided policy direction fosters a sense of marginalisation and cultural erosion. At its heart, this controversy is a reflection of India’s enduring challenge: how to balance national integration with linguistic diversity.
Language in India is more than a means of communication; it is an emblem of identity, history, and emotional belonging. The issue is not with learning Hindi per se, but with the manner in which it is introduced and the lack of choice it implies. Voluntary, interest-driven language learning is welcome. Coercive mandates, however, tend to backfire. Going forward, Maharashtra’s decision to put the policy on hold and form an expert panel is a step in the right direction. It acknowledges the need for dialogue, consultation, and a broader consensus on something as sensitive as language education. India’s strength lies in its linguistic diversity. Efforts to unify the country through language should celebrate that plurality rather than suppress it. As the panel led by Dr Jadhav begins its work, the hope is that it will recommend a policy that upholds the rights of every child to learn the language he wants.
