The All Nagaland Private Schools’ Association (ANPSA) believes that the Three Language Policy in Nagaland must be implemented with flexibility, practicality, and sensitivity.
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Nagaland’s language situation is unique. Our children grow up in a multilingual environment where they may speak several languages at home, in the community, and study in English at school. This natural multilingualism is a strength of our society, but it also means that any formal language policy for schools must be designed with great care.
The question before us is not whether languages are important. They are. Our local languages carry our identity, culture, history, and community life. English connects our children to higher education, national-level examinations, professional opportunities, and the wider world. Nagamese, though unofficial, continues to function as a common link language in everyday life for many people.
The real question is how language learning should be structured in schools so that it strengthens children instead of overburdening them.
The All Nagaland Private Schools’ Association (ANPSA) believes that the Three Language Policy in Nagaland must be implemented with flexibility, practicality, and sensitivity to local realities. A policy that may sound ideal on paper can create serious difficulties if it does not consider the actual conditions of classrooms, teachers, students, parents, and schools.
English Must Remain the Main Medium of Instruction
ANPSA strongly believes that English should continue to remain the medium of instruction in Nagaland.
English is already the official language of the state. It is also the language that connects our students to higher education, national-level examinations, professional opportunities, and global opportunities. In a state with many tribes and many mother tongues, English has become the common academic language across communities.
Another practical advantage is that the English script supports students in reading and writing many Naga languages. Therefore, while promoting Indian languages is important, it should not be done in a way that weakens the role of English in school education.
Hindi Should Remain Optional
In Nagaland, Hindi is not commonly used in the daily life of most families. For many students, it remains a difficult subject with limited practical use in their home and community environment. When such a language is made compulsory without enough exposure or meaningful use, students often learn it only through memorisation.
This does not lead to real language learning. Instead, it increases academic burden. Many students spend considerable time, energy, and resources trying to cope with Hindi as a compulsory subject. Some have to take extra tuition, and many experience unnecessary stress because they are expected to perform in a language that they do not use meaningfully in their daily lives. This pressure can also affect their performance in other subjects, as time and attention that could have been used for strengthening foundational literacy, numeracy, and core academic areas are diverted towards coping with an additional language requirement.
In a naturally multilingual society like Nagaland, children are already exposed to their tribal language, Nagamese, and English. Many students are already handling two or more languages in their everyday life. Adding another compulsory language may not always improve learning. In many cases, it may create stress and reduce time for foundational literacy and core subjects.
Therefore, ANPSA strongly feels that Hindi should remain optional. This will also help in preserving our local languages, as students can choose to study a local language instead. If Hindi is made compulsory, many students may end up learning four languages: English, their local language or mother tongue, Nagamese or another language used in daily life, and Hindi. This would create an unnecessary burden instead of meaningful multilingual learning.
Two Languages May Be Compulsory, Not Three
The idea of multilingualism has many benefits. However, these benefits are meaningful only when children first develop a strong foundation in one language and then learn additional languages with proper exposure, teaching support, and opportunities for use.
If students are made to study too many languages formally at the same time, without becoming proficient in any, the result may be the opposite of what the policy intends. It may lead to confusion, poor retention, rote learning, and weaker performance across subjects.
In Nagaland, students already grow up in a multilingual environment. They may speak one language at home, use Nagamese in the community, and study in English at school. This natural multilingual exposure should be recognised.
For this reason, ANPSA suggests that only two languages should be compulsory in the context of Nagaland. The third language should remain optional. This will allow interested students to learn an additional language without forcing every child to carry the same academic load.
Students should also have the opportunity to study two local Naga languages instead of being forced to study Hindi or any other Indian language. A flexible policy will give students and parents meaningful choices while also supporting the preservation of local languages.
Supporting Local Languages in a Practical Way
ANPSA is strongly in favour of preserving and promoting our tribal languages. Many of our local languages are at risk of weakening over time, especially among younger generations. Schools, communities, Literary Boards, and the government all have a role to play in protecting them. However, this cannot be achieved through blanket mandates alone.
Many schools have students from different tribes and language backgrounds in the same classroom. If every child must be taught a different local language separately, schools will need additional teachers, classrooms, infrastructure, and resources. This will increase operational costs and may eventually make education more expensive for parents.
Instead of rushing into compulsory implementation, we need a sustainable and practical approach.
ANPSA suggests that local language curricula should be simplified so that multi-grade groups can be taught together where necessary. Teachers who are willing to take up local language certification should be given free training and incentives. Audio-based resources may also be developed to help students learn correct pronunciation and cultural expressions. Community elders, language experts, and Literary Boards can also be involved in meaningful ways.
The first goal should be to create interest, respect, and basic familiarity with local languages. Full literacy outcomes can be developed gradually where proper support is available.
A Policy Rooted in Nagaland’s Reality
Nagaland’s language situation is unique. We cannot simply copy models from other states and expect them to work here. Our classrooms are diverse. Our students already live between multiple languages. Our schools have different capacities. Our parents want their children to remain rooted in their culture, but they also want them to succeed in higher education and future careers. A good language policy must balance all these realities.
ANPSA believes that the way forward is to implement multilingualism wisely. English should remain the main medium of instruction. Hindi should remain optional. Local languages should be supported through practical, flexible, and well-resourced measures. The third language should not become another compulsory burden on students.
Nagaland’s language policy must reflect both diversity and practicality. It must help our children remain connected to their roots while giving them the confidence and competence to thrive beyond the classroom.
All Nagaland Private Schools' Association (ANPSA) Central