Abstract:
The lasting prominence of the English language interwoven in India’s
educational and administrative systems is rooted in its colonial past and
evolving to meet the standards of globalisation. The complex and often
contested issue of English in education seems to be a pragmatic response to
its economic value and global reach. At the same time, the preference also
reflects more profound socio-cultural and epistemological implications tied
to coloniality—the persistence of colonial power structures and ideologies in
post-colonial societies. There is little doubt that English medium education
disproportionately benefits certain strata of society, creating barriers for socially
disadvantaged communities. The commodification of English proficiency as
‘linguistic capital’ further establishes socio-economic disparities, positioning
English as a tool for empowerment and a mechanism of exclusion. Thus,
English medium education is often pitched against education through
local, regional or native languages/mother tongues. The change in public
perception and attitudes towards the value of English and regional languages
as mediums of instruction may have a far-reaching impact on language-in
education policymaking and practices across the country. However, very few
studies have empirically explored the issues mentioned earlier. Against the
above background, this paper critically examines the recent spread of an
‘English-only’ policy in many Indian states by analysing policy documents
and records available in the public domain. Drawing on the theoretical
framework of coloniality developed by Aníbal Quijano, this study situates
the ‘English-only’ policy within the broader lenses of linguistic hierarchies,
socio-economic inequalities, and cultural identity while investigating how
these English-centred policies perpetuate coloniality by marginalising native
languages. The paper further analyses language attitudes (societal perceptions
and beliefs about the value of English versus regional languages) as a critical
factor sustaining the ‘English-only’ paradigm. Using a questionnaire and an
interview schedule, the study captures the attitudes of bilingual Telugu speakers
in parts of Andhra Pradesh and Telangana, where the implementation of an
English-only policy as a political response to a popular demand led to debates
across the country. The findings indicate that the English-only medium of
instruction policy in schools is more of a populist policy than a well-planned
academic policy decision.
It reflects a social mindset entrenched in colonial legacy. The analysis of
language attitudes reveals that English trumps Telugu as the preferred
medium of instruction in schools for economic mobility and social prestige.
The study makes a case for a robust multilingual education policy that caters
to the aspirations of students from various socio-economic backgrounds by
focusing on the cultural and cognitive benefits of learning in native languages
without ignoring the benefits that come with the mastery of English. In
addition, it emphasises studying language attitudes for educational policy
making to ensure more localised and community-driven realistic policies are
formulated and implemented.