S K Nag
In a country with 22 officially recognized languages and hundreds of dialects, it’s no surprise that language is not just a tool of communication in India—it’s a site of identity, aspiration, and often, conflict. In this complex linguistic ecosystem, English stands as both a unifier and a divider. The question we must ask ourselves is: does it connect India or fracture it further?
For decades, English has been the aspirational language—of the elite, the upwardly mobile, the dreamers in small towns. It is the language of courtrooms, corporate boardrooms, and competitive exams. It is seen as a passport to better opportunities, both in India and abroad. Yet, this same language has increasingly become a marker of privilege, isolating those who are unable to access it.
The dominance of English in higher education and employment has created what many term a “linguistic caste system.” Urban students from English-medium schools often enjoy disproportionate advantages in national-level exams and corporate hiring. Meanwhile, students educated in regional languages, no matter how talented, find themselves disadvantaged—not because of a lack of intelligence, but due to a systemic linguistic bias.
This imbalance has real-world consequences. It reinforces urban-rural divides, perpetuates socio-economic inequalities, and creates a false hierarchy between languages. In effect, the lack of equal linguistic footing is breeding quiet resentment and alienation.
Yet, it would be simplistic to vilify English. It remains India’s strongest link to the global economy, an essential tool for diplomacy, science, technology, and cross-regional communication. In a country as linguistically diverse as ours, English often acts as a neutral third language—bridging Hindi-speaking North India with the Dravidian South, for instance.
So where do we go from here? The answer lies not in replacing English, but in decolonizing our attitude toward Indian languages. We must invest in making regional language education robust, respected, and relevant. Competitive exams, educational content, and government services must be accessible in multiple languages without creating silos of opportunity.
Simultaneously, English should be democratized—not confined to private schools and urban centers but integrated thoughtfully into public education. Language need not be a zero-sum game. India can be a country where a child fluent in Marathi, Tamil, or Bengali can also thrive globally with strong English skills.
The goal should not be to abolish English or impose it, but to build a truly multilingual society—where no language is seen as inferior and no child is held back because of the one they speak at home.
In the end, English is not the enemy. But our unequal access to it might be.
(Author is Political & Economic Analyst. The views expressed are personal opinion of the author.)
