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The Great Language Debate: Politics of Metropolitan Versus Vernacular India

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Abstract

The use of a regional language as the language of administration in a state, and as the medium of instruction in schools, is by now an established policy. It has been followed, although not uniformly, in almost all the slates of the Indian union. In 1991, Mulayam Singh Yadav, the Chief Minister of Uttar Pradesh, chose to reaffirm this policy. And that precipitated a fierce attack from the powerful English-language press in India. My interest in this event is not confined to commenting on the role that the English press played in countering the implementation of an established policy in an Indian state. Using that as a vantage point, I shall focus on the wider debate that this event generated, after 44 years of independence, on the future of the English language in India. More than articulating the issues involved in the policy as such, the debate brought to surface the changed relationships among social groups in politics, and the divergence of perspectives between the contending groups—the proponents and opponents of English—on language policy as a means of nation building. The purpose of this essay, therefore, is to situate the language debate in the politics of social change and to show how the clue to the language issue may lie in viewing democratization, rather than the continuing political hegemony of an elite class, as the means of nation building for India.

The term vernacular is used in two senses: linguistic and cultural. In the former sense, vernacular refers to all non-English Indian languages as a diffused countervailing reality confronting the pre-eminence of English in India. As such, these languages comprise the constitutionally recognized Indian languages such as Bengali, Gujarati, Marathi, Tamil and so on, which in common parlance are referred to as the ‘regional’ languages. In this context, Hindi is also referred to as a vernacular, although it is competing with English at the national level and is aspiring to become recognized as the lingua franca of India. Other Indian languages and the so-called dialects which have not yet acquired legal-constitutional recognition (such as Konkani, Dogri, Tulu, etc.) also comprise the vernacular languages.

The term vernacular when used in the larger cultural context refers to a cultural identity in politics, of people and social-political elites who are identified us such for their non-use of English in the national political discourse. The use of non-English Indian languages by the ‘vernaculars’ (people, elites, etc.) may be due to conscious preference or the inability to use English as their first language. In the pan-Indian discourse, the non-use of English is uniformly associated with lack of sophistication, parochialism and cultural underdevelopment. And, therefore, all articulation and activity in Indian languages is seen as devoid of a genuine national perspective and modernist content. This has given rise to a countercultural identity in politics, of people and elites not using English as the first language; they are variously described as regional, provincial, mofussil, indigenous or vernacular.

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Notes

  1. 1.

    For a detailed analysis of the political change brought about during this period, through increased participation and assertion of the upwardly mobile rural communities in politics, see writings of Rajni Kothari published around the l967 elections. Especially see ‘The Congress System Under Strain’, ‘The Political Change of 1967’, and ‘India’s Political Transition’, reproduced in Rajni Kothari, Politics and the People: In Search of a Humane India (Delhi: Ajanta Publications, 1989), vol. I, pp. 59–79, 151–65, 166–79, respectively.

  2. 2.

    For the impact on the educational system created by implementation of the regional language policy in the states, see Krishnamurti B.H., ‘The Regional-Language vis-à-vis English as the medium of instruction in Higher Education; The Indian Dilemma’, in D.P. Pattanayak. ed., Multilingualism in India; Orient Longman, 2007., pp. 15–24.

  3. 3.

    Out of 185 million students enrolled in all educational institutions in India, 40 million (21.62 per cent) receive instruction through the English medium. Data presented in Mary S. Zurhuchen, ‘Wiping out English’, Seminar, 391 (1992), p. 48.

  4. 4.

    Peggy Mohan rightly points out that in India the problem of learning English is not seen as one of acquiring a foreign language. It is seen as making preparations to enter the closely guarded citadel of an exclusive elite class. Learning the language late in one’s educational career for instrumental use may be a good pedagogic practice, but not the right strategy for those wanting to make entry into the citadel of the English-speaking elite. See Peggy Mohan, ‘Postponing to Save Time’, Seminar, 321 (1986).

  5. 5.

    In contrast, it is interesting to note that Jawaharlal Nehru, the precursor of the postcolonial English-speaking metropolitan elite, wrote his books Autobiography and Discovery of India in English. On the emergence of literate vernacular cultures through the colonial discourse, led by the bilingual elites, and generally on the relationship between elite power and national discourse, see Sudipta Kaviraj, On the Construction of Colonial Power, Discourse, Hegemony, Occasional Papers on History and Society, second series, 35, Centre for Contemporary Studies, Nehru Memorial Museum and Library, New Delhi, 1991.

  6. 6.

    The problem of survival facing many small languages in India, under the threat of increasing linguistic homogenization of every Indian State through the officially recognized regional languages, is poignantly posed by Sumi Krishna in her India’s Living Languages (New Delhi: Allied Publishers, 1991).

  7. 7.

    For data on the growth of print media in the regional languages, see ibid., pp. 139–53.

  8. 8.

    The extent of internal linguistic-cultural cohesion acquired by the states since they were formed on the basis of a predominant language of the region can be inferred from the fact that in the 1981 census, 95.58 per cent of India’s total household population reported one of the 15 regional languages or its variants listed in the VIIIth Schedule of the Constitution as the language used in their households; 4.42 per cent of Indians spoke the other 106 languages listed in the VIIIth Schedule of the Constitution. (Figures from Series 1, Paper 1 of 1987). More significantly, the speakers of all the 106 non-schedule languages (except for Garo, Wancho and Khasi) exhibit a high level of bilingualism far exceeding the national average of 13.34 per cent. See Census of India, 198I (Registrar General and Census Commissioner, India), Series 1: ‘Population by Bilingualism’, Table C-8.

  9. 9.

    Figures on literacy rates are from Census of India, 1991: Provisional Population Totals (Registrar General and Census Commissioner, India). Paper-1 of 1991, p. 62.

  10. 10.

    See Krishna. India’s Living Languages, pp. 58–68.

  11. 11.

    On the problem of standardization facing Indian languages, see Krishnamurti, ‘The Regional language vis-à-vis English’, in Pattanayak, ed., Multilingualism in India.

  12. 12.

    See Krishna Kumar, ‘Quest for Self-Identity. Cultural Consciousness, and Education in Hindi Region 1980–1986’. Economic and Political Weekly. 15. 23 (9 June 1990), pp. 1247–55.

  13. 13.

    Data from Census of India. 1981. Series-1: ‘Population by Bilingualism’. Table C-8.

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Sheth, D.L. (2018). The Great Language Debate: Politics of Metropolitan Versus Vernacular India. In: deSouza, P. (eds) At Home with Democracy . Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-10-6412-8_10

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