ANPSA urges flexible language policy, opposing compulsory third language and advocating optional Hindi alongside local languages
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DIMAPUR — The All Nagaland Private Schools' Association (ANPSA) has urged policymakers not to make a third language compulsory in Nagaland schools, contending that the state’s unique multilingual environment requires a more flexible approach to language education.
In a statement issued on Thursday, the association said that English should continue as the medium of instruction, while Hindi should remain optional and students should be allowed to study local Naga languages.
According to the association, the issue is not whether languages are important but how language learning should be structured in a way that strengthens students without overburdening them academically.
It maintained that English should continue as the primary medium of instruction, noting that it is the official language of the state and serves as a common academic language across Nagaland’s various tribes and linguistic communities.
The association also said English connects students to higher education, national-level examinations and professional opportunities.
Also read: DNSU opposes move to make Sanskrit compulsory in Nagaland schools
On the proposed three-language policy, the ANPSA argued that Hindi is not commonly used in the daily lives of most families in Nagaland and that compulsory study of the language without sufficient exposure or practical use often results in memorisation rather than meaningful learning.
It stated that many students already navigate multiple languages in everyday life, including their mother tongue, Nagamese and English. Making Hindi compulsory, it said, could place additional academic pressure on students and divert time and attention from foundational literacy, numeracy and other core subjects.
The association therefore maintained that Hindi should remain optional, adding that this would also allow students to choose local languages instead.
ANPSA further proposed that only two languages should be compulsory in Nagaland schools, while a third language should remain optional.
According to the association, multilingualism can be beneficial when students first develop a strong foundation in one language before learning additional languages with adequate support and opportunities for use. It cautioned that requiring students to formally study too many languages at the same time could lead to confusion, poor retention and rote learning.
The association also suggested that students should have the option to study two local Naga languages instead of being required to study Hindi or another Indian language.
Expressing support for the preservation and promotion of tribal languages, ANPSA said many local languages face the risk of weakening over time, particularly among younger generations.
However, it maintained that preservation efforts cannot rely solely on blanket mandates, pointing out that many schools have students from different tribes and language backgrounds in the same classroom.
The association stated that implementing multiple local languages in schools would require additional teachers, classrooms, infrastructure and learning resources, which could increase operational costs and eventually affect parents.
To support local languages, ANPSA proposed simplified curricula, free training and incentives for teachers willing to obtain local language certification, development of audio-based learning resources, and greater involvement of community elders, language experts and literary boards.
It said the initial focus should be on creating interest, respect and basic familiarity with local languages, while literacy outcomes could be strengthened gradually as support systems improve.
Stating that Nagaland’s linguistic situation is different from that of many other states, ANPSA said language policies should take into account the diversity of classrooms, the multilingual backgrounds of students and the varying capacities of schools.
The association maintained that language education in Nagaland should balance cultural preservation with educational and professional opportunities, while ensuring that students are not subjected to unnecessary academic burden.