Author: Arpita Kheto & Dr. Birajlakshmi Ghosh
DOI Link: https://doi.org/10.70798/Bijmrd/04051005
Abstract: In the Indian educational landscape The National Education Policy (NEP) 2020 a paradigm shift, presented language policy as one its core vision suggesting inclusive and holistic development of learners. This paper critically examines the language policy outlined in NEP 2020, focusing on its implications for school education explain the existing system and the relevant changes for implementation of NEP 2020. Through a comprehensive review of related literature, the study explores the historical context, policy perspectives, and anticipated outcomes of the three-language formula in the light of the policy. The study employs qualitative content analysis to evaluate policy documents, scholarly articles, and expert commentaries. Findings highlight the potential of NEP 2020 to foster multilingualism, cultural integration, and cognitive development. It has also identified challenges for implementation of language policy, teacher preparedness to teach language as a school subject and medium of instruction and regional disparities to implement. The paper concludes with recommendations for effective policy execution, means to encourage language based inclusivity and suggestions for future research.
Keywords: NEP 2020, Language Policy, Three-Language Formula, School Education, Multilingualism, language based Inclusivity.
Page No: 31-35