The Popularity of Hindi and English in Manipur: An Educational Perspective
| Author |
| Jahnabi Baruah |
| Date of Publication: December, 2024 |
| Volume: XXIII, No.- XXVI |
| Abstract |
| This paper critically examines the popularity of Hindi and English in the educational landscape of Manipur, a multilingual state in Northeast India where Meiteilon is the dominant mother tongue. Drawing from sociolinguistic theories and educational policy frameworks, the study explores how language preferences are shaped within the school system, and how these preferences intersect with questions of identity, mobility, and access to opportunity. In an era marked by the expansion of English medium private education and state-imposed promotion of Hindi, the study analyzes the symbolic, functional, and ideological roles of both languages in classroom instruction, curricular design, and student aspirations. The paper conceptualizes “language popularity” in education through three interrelated dimensions: instructional utility, perceived educational value, and institutional prestige. Using Fishman’s domain theory, Bourdieu’s notion of linguistic capital, and the framework of language ideology and planning, it interprets how Hindi and English are deployed and received across urban–rural divides, generational cohorts, and school types. The findings reveal that English holds high symbolic and economic capital, often viewed as the language of upward mobility and global relevance. Hindi, in contrast, while widely taught, is considered instrumentally useful but lacks aspirational appeal among students and teachers. Meiteilon, though culturally significant, remains marginalized due to inadequate policy support. The study also examines the implications of the National Education Policy (NEP) 2020’s three-language formula for Manipur’s schools. It argues that without flexible, region-specific implementation strategies, the formula risks deepening educational inequities. Ultimately, the paper advocates for a balanced and inclusive approach to language. education—one that affirms local identity, fosters multilingual competence, and promotes equitable access to both national and global opportunities. The research contributes to ongoing debates on language planning, curriculum design, and cultural assertion in postcolonial and linguistically diverse educational contexts. |
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