Tamil Nadu’s Language Policy: Why Choice Must Guide School Education

Tamil Nadu has been a pioneer for decades in evolving Indian education policy in the modern era. Its expenditures  on school infrastructure, student well-being, and inclusive schemes have established standards that compare with many Southeast Asian nations. During 2024-25, the state reaffirmed its dedication by setting aside ₹44,042crore (13.7% of its total budget)on school education, an investment that is among the highest in India. Initiatives such as free books, note books, breakfast, smart classes, and coaching for competitive exams are inculcating tangible gains, with gross enrolment ratios at the primary, upper primary and secondary levels close to or above 95% and retention levels over 97%. 

Education, Equity, and Inclusion

Tamil Nadu's intent is evident: establish an inclusive, equitable, and future-ready  education system. The government's reach enfranchises disadvantaged students and the state's programs, free higher studies for transgender people and support for higher studies, reflect a broader commitment to social justice and equal opportunity. Infrastructure improvement in terms of digital classrooms and up-to-date science laboratories provides all children, across social and economic grounds, access to quality learning spaces.

The Language Issue: Two-Language Formula vs. Three-Language Formula

What separates Tamil Nadu’s education story from other states, however, is its uncompromising stance on language policy. The state has been adhering to the two-language formula: Tamil and English, defying the central government's move towards a three-language policy as in the National Education Policy (NEP) 2020 and previous 1968 & 1986 policies.

Why the Opposition?

The origins of resistance in Tamil Nadu are historical and identity-based. Since the anti-Hindi agitations during the 1930s and the 1965 movement, there has been a general feeling that any compulsory inclusion of Hindi would endanger the predominance of Tamil and erode cultural heritage. Dravidian politics have always protected against what they see as the Centre's efforts to "impose" Hindi on the non-Hindi-speaking areas. 

What Does the NEP Say?

The NEP 2020 keeps the three-language policy but stresses choice and flexibility. Most importantly, it does not require Hindi; rather, states and students can pick any three languages, provided two are Indian languages. Nevertheless, Tamil Nadu is unyielding, claiming that central schemes, such as Samagra Shiksha, tie funding to adherence to the NEP and three-language formula. This has resulted in clashes, such as withheld Center funds for non-implementation of the policy.

Should Tamil Nadu Rethink?

Some recent editorials contend that although linguistic pride is imperative, science and student well-being have to direct education policy, rather than rhetoric or politics. Children acquire multiple languages easily in early school years, and being multilingual can increase cognitive capacities and global competitiveness, research indicates. Tamil Nadu, which has a progressive culture, can explore the possibility of offering more choices to its students, the third language is not necessarily Hindi, but it can be other Dravidian languages, North Indian languages, or even international languages like French, German or Chinese.

A Liberal, Student-Centric Approach

No language should be imposed by force, but neither should the government limit students' options. The flexibility in NEP 2020 can be creatively tailored to Tamil Nadu's singular requirements.It’s like a menu of language choices in government schools in which students might select Tamil, English, and a third language of their choice, that encourages regional pride as well as world readiness.

Tamil Nadu has shown to the rest of India how a student-centered, well-funded, and inclusive education system can be achieved. As a next step, particularly as the state forges ahead as an industrial giant, it must adopt a more liberal, science-based language policy. Giving schools and parents choice, and expanding linguistic possibilities, will better prepare Tamil Nadu's children for local and global possibilities while protecting the rich heritage of its language and culture. Ultimately, decision, not compulsion, must determine language policy in all Indian classrooms.