Nepali Language Recognition Day, officially known as Nepali Bhasha Manyata Diwas, is observed on August 20. Celebrations include parades, literary events, and cultural programs held across India, particularly in areas with significant Nepali-speaking communities. The Nepali-speaking community in India, predominantly residing in regions such as Sikkim, Darjeeling, and parts of Assam and Uttarakhand, is a vibrant and culturally rich group with a deep sense of linguistic identity. Despite the Indian government's official recognition of Nepali language as one of the 22 scheduled languages, Nepali-speaking students in Indian schools and colleges frequently face significant challenges related to their mother tongue. This issue of distraction, where Nepali subjects are often sidelined or inadequately supported, undermines educational outcomes and cultural continuity for these students.
Government Recognition vs. Ground Reality
On August 20, 1992, the Indian government officially recognized Nepali as a scheduled language, acknowledging its importance and the cultural heritage of the Nepali-speaking population. This recognition was a significant milestone, affirming the language's status and ensuring its inclusion in the educational and administrative framework. However, the gap between this recognition and the practical support provided to Nepali-speaking students remains wide. In schools and colleges, Nepali is often relegated to a secondary or elective status rather than being a core part of the curriculum. This approach creates several issues for Nepali-speaking students:
1. Limited Resources: Schools often lack adequate teaching materials and qualified teachers for Nepali. This deficiency can complicate students' educational experiences, making it difficult for Nepali-speaking students to receive a comprehensive education in their mother tongue.
2. Curriculum Integration: Nepali curricula are often not integrated into the broader educational framework. The language is sometimes treated as less important compared to other subjects. This separation can diminish students' educational motivation and hinder overall performance.
3. Lower Exam Scores: Nepali subject scores are often lower compared to other subjects, leading to lower grades for students studying Nepali. Two reasons are identified: inadequate teaching of the Nepali subject and the tendency of examiners to be stingy with marks. Both issues need to be addressed promptly. Otherwise, if the number of students studying Nepali continues to decline, it won’t be long before the language faces a crisis in India.
4. Lack of Continuity: Nepali-speaking students frequently experience a lack of continuity in their Nepali education when advancing to higher levels or changing schools. This disruption in the Nepali education system can obstruct their learning and negatively impact their language proficiency.
Cultural and Psychological Impacts
The marginalization of Nepali subjects in education extends beyond academic concerns, carrying significant cultural and psychological repercussions:
1. Cultural Disconnection: When Nepali subjects are sidelined, students may lose touch with their cultural heritage. Language serves as a vital conduit for cultural expression and identity. An inadequate emphasis on Nepali can erode cultural practices and values, leading to a weakening of the cultural bond that connects students to their roots.
2. Psychological Effects: Students who struggle with their native language due to insufficient educational support often face psychological challenges. The frustration of not performing well in their mother tongue, coupled with a sense of academic undervaluation, can affect their self-esteem and motivation. This struggle can result in a diminished sense of self-worth and an increased sense of alienation.
Way Forward
To tackle the challenges facing Nepali language education, a multifaceted approach is essential. First and foremost, governments and educational authorities need to commit to enhancing the Nepali curriculum and resources. This means not only creating a robust and comprehensive curriculum but also ensuring that teachers are well-trained and equipped with up-to-date textbooks and learning materials.
Effective policy implementation is also crucial. Recognizing Nepali officially is just the starting point; it’s equally important to support the language actively within the educational sector. This requires policies that promote the integration and use of Nepali, ensuring that it holds a place of significance in the educational framework.
Involving the Nepali-speaking community in educational planning and decision-making is another vital step. By engaging community members, educational solutions can be tailored to address the specific needs of Nepali-speaking students. Community organizations can play a key role in advocating for improved support and resources, acting as a bridge between the educational authorities and the students.
Finally, raising awareness about the importance of Nepali language education is necessary to garner broader public and governmental support. Advocacy efforts can drive policy changes and ensure better resource allocation, ultimately benefiting Nepali-speaking students and reinforcing the value of their language and culture.
Conclusion
Despite its official status, the Nepali language encounters substantial educational challenges in Indian schools and colleges. The marginalization of Nepali subjects highlights a broader problem of insufficient support and resources, affecting students' academic performance and cultural identity. To tackle these issues, a unified approach involving policy reforms, community involvement, and increased investment in educational resources is crucial. By closing the gap between official recognition and practical support, Nepali-speaking students can achieve the quality education they deserve while maintaining their rich linguistic and cultural heritage.
(Views are personal. Email: vidhukayastha@gmail.com)
