Mix the medium to bridge the divide

Pramod Sridharamurthy

The debate over the medium of instruction in Karnataka’s government schools—which is true for other states—has been long and contentious. On one side are proponents of Kannada-medium education across all grades, emphasising its importance in preserving Karnataka’s cultural identity. On the other side are advocates of English-medium instruction across all grades, arguing for its necessity for accessing global opportunities and excelling in higher education. 

Over the years, Karnataka has seen numerous policy initiatives and public representations promoting Kannada as the primary medium of instruction. The 1994 State Language Policy mandated Kannada as the medium of instruction for Classes 1 to 7 in all schools, but this was later struck down by the Supreme Court of India.

More recently, writer Go Ru Channabasappa (GoRuCha) advocated for Kannada to remain the primary medium of instruction up to Class 10 while highlighting the need for infrastructure investments to make this feasible. The Karnataka Knowledge Commission has also recommended a multilingual approach, with Kannada as the primary medium of instruction up to Class 4.

While the majority of government school students continue in Kannada-medium education, there is growing interest and demand for English-medium education. According to the state education minister, government schools receive 500 applications for every 50 available English-medium seats, justifying the introduction of more English-medium classrooms. 

English-medium education is seen as a gateway to better job opportunities, exposure, and success in higher education. This demand has driven increased enrollment in private schools over the years. Karnataka already has about 2,500 English medium classrooms in government schools, with plans to add 1,000 more in the next academic year.

So, how do we reconcile these two seemingly opposing perspectives? Is one approach inherently better than the other? Are we, in meeting the demand for English-medium education, risking the established advantages of learning in mother-tongue in early education? Is there a middle ground? 

The solution may not lie in choosing one medium over
the other but in integrating both meaningfully into the curriculum. 

A bilingual, mixed-medium model in higher primary—starting from Class 5—with vernacular medium education up to Class 4 could be a practical approach. 

Math and Science in English: Teaching these subjects in English can be beneficial as they are technical and universally standardised, helping students become familiar with global terminologies and resources. In the first two years of higher primary school (Classes 5 and 6), textbooks could be offered in both English and Kannada to facilitate smooth transitioning to English. 

Social Sciences in Kannada: History, civics, and geography often require cultural and historical contexts. Learning these subjects in their mother tongue fosters a deep connection to local history and social systems and enhances understanding. 

Research consistently shows that students grasp complex concepts more effectively when taught in their native language, especially in the foundational years. Introducing English for technical subjects in higher primary classes can facilitate a smoother transition to secondary education and beyond. 

Teaching social sciences in Kannada helps students stay connected to their cultural roots, fostering a sense of identity and pride, while learning science and math in English from higher primary grades prepares them for higher education, competitive exams, and global opportunities. 

This mixed-mode approach addresses parental concerns about English proficiency while preserving the importance of Kannada, ensuring a smoother transition from Kannada to English in higher classes.

The Department of Education has already developed bilingual resources, including textbooks and training materials, which are actively used in Kannada and English-medium sections. This eliminates the need for a massive curriculum overhaul; instead, the focus should be on aligning existing resources with a bilingual teaching approach.

While the idea is feasible, its success depends on effective implementation. Teachers will need specialised training to manage bilingual classrooms seamlessly. Furthermore, parents and communities must be actively engaged and informed about the benefits of mixed-medium learning to dispel any misconceptions. Additionally, initiating pilot programmes in select schools can provide valuable insights, allowing for the gradual scaling of mixed-medium education based on the observed outcomes.

The medium of instruction debate need not be divisive. Karnataka has the resources, policy frameworks, and cultural richness to pioneer a model that combines technical proficiency in English with cultural depth in Kannada. A well-executed mixed-medium approach could serve as a blueprint for other states grappling with similar challenges. 

(The writer is secretary, India Literacy Project, a non-profit organisation working in the area of education)

Disclaimer: The views expressed above are the author's own. They do not necessarily reflect the views of DH.