Scheme under Samagra Shikha Abhiyan to promote Hindi, Urdu in non-native states – Times of India

As per the scheme, there will be a provision of Hindi teachers in north-eastern states and other non-Hindi speaking states for students of classes I to XII. Similarly, states will have a provision to appoint Urdu teachers as per their requirements. The scheme further states that while bilingual books and learning materials are to be provided to enhance the teaching-learning process, continuous professional development (CPD) of teachers also needs to be done.

Making a start

While the scheme has been in existence for a while, it was integrated with Samagra Shiksha Abhiyaan from the current academic year, 2021-22, reveals a source from the Ministry of Education. “Over the next five years, states can send in their proposals to introduce regional language training in schools at the beginning of the academic session. At the annual work plan meetings, these proposals will be considered and given an intrinsic approval,” the source adds.
This year, proposals to introduce Hindi as a language course in schools were received from Nagaland, Manipur, and Mizoram, while a proposal for introducing Urdu was received from Karnataka, reveals the source.

Post getting the approval, states must appoint language teachers as per their need, who have basic qualifications as mentioned in the scheme. “If the teachers meet the required standards, the state will be allotted an honorarium of Rs 30,000 per teacher per month for that academic year,” clarifies the source.

Teacher training is key

Ameeta Wattal, chairperson, DLF Foundation Schools, New Delhi feels that teaching training is amongst the biggest challenges that the scheme faces. “Young children have the ability to grasp multiple languages if they are taught well. They idea is to help them imbibe the new language in a culturally appropriate way,” she says.

Teachers should focus on introducing a language through food, music, colour, cinema, and other socially relevant conversations, adds Wattal. “Grammar is just a connection of these words. Thus, teachers should be adept at teaching young kids through social and cultural references,” she says.

Even the availability of language teachers in non-native states for these languages might be an issue, adds Jyoti Arora, principal, Mount Abu Public School, Rohini, Delhi. “I think this is an amazing opportunity for students to become fluent in more than one language. At the same time, care must be taken so that appropriately qualified and trained teachers are appointed,” she says.

Early start required

Sanjeev Kumar Gaur, head of school, GBSSS No 1, Rajouri Garden Extension, New Delhi, says that unless language training starts from the pre-primary level, it will not get the desired results. “We have first-generation learners whose parents are not able to focus on their diction and grammar. Even these children have a problem with being fluent in Hindi, which is our spoken language. Thus, in non-Hindi speaking states, an early start to learning languages becomes a must,” he says.

Various advantages


Wattal feels that in addition to focus on learning foreign languages, Indian languages should also become a priority in schools across the nation. “In addition to imparting students with a feeling of inclusivity when it comes to studying in different states, knowledge of various national languages will also help them get a job in different Indian states,” she adds.