The decision by the National Council of Educational Research and Training (NCERT) to give Hindi names in Roman script to several of its newly released English-medium textbooks has sparked a heated debate among educators, linguistic experts, and policymakers. This move has raised questions about the traditional norms of textbook naming and whether it is in the best interest of students, teachers, and the overall education system in India.
In the past, NCERT textbooks followed a consistent approach of aligning the book titles with the language of instruction. For example, in the case of the Class 6 English textbook, which was traditionally called Honeysuckle, the new title is Poorvi, a Hindi word that means "eastern" and also refers to a classical music raga. The use of Roman script for Hindi words is causing confusion among those who argue that this approach could lead to incorrect pronunciation of words. For instance, the name Ganita, which refers to the mathematics textbook in both Hindi and English, may not be pronounced correctly using Roman script. Linguists point out that Hindi, when written in Roman script, loses its phonetic accuracy, leading to possible mispronunciations by both students and teachers. In the case of Ganita, the 'na' sound may not be pronounced as intended, since Roman script does not fully capture the nuances of Hindi pronunciation.
Furthermore, the renaming of the books for younger students in Class 1 and 2 to names like Mridang and Santoor—both of which are names of traditional Indian musical instruments—has also stirred discussions. These names, while culturally rich, may not have any direct relevance to the content of the books, leading critics to question whether this decision was made with a clear educational purpose. While many appreciate the cultural symbolism behind these titles, others argue that it could distract from the core learning objectives.
The changes are particularly contentious when viewed within the context of the ongoing resistance to the Centre's three-language policy, which is viewed by some as an attempt to promote Hindi over regional languages. States like Tamil Nadu have vocally opposed the policy, viewing it as an imposition of Hindi in non-Hindi-speaking regions. The timing of this renaming decision has fueled this controversy, with critics suggesting that the changes are part of a broader effort to promote Hindi in the educational system across the country. By introducing Hindi titles, even in Roman script, critics fear that the NCERT is contributing to the push for Hindi as the dominant language in Indian schools, marginalizing regional languages and cultures.
Despite these concerns, some argue that these changes could be part of a broader effort to integrate elements of Indian knowledge systems and cultural heritage into the curriculum, which is emphasized in the new National Education Policy (NEP) 2020. The foreword of the Class 6 English textbook, written by NCERT Director Dinesh Prasad Saklani, mentions that the book incorporates aspects of India's rich cultural history and seeks to teach values like gender equality, digital literacy, and environmental care. However, the decision to adopt Hindi titles for English-medium textbooks has not been adequately explained, leaving many questions unanswered. There is also a lack of clarity on the specific educational benefits these changes are intended to bring.
In response to these developments, several educators and experts have called for more transparency and clarity from the NCERT. They suggest that the rationale behind the decision to rename the textbooks should be communicated more effectively to both teachers and students. Additionally, there is a call for more research into how such changes could impact students' understanding of the content. If students struggle with mispronunciations or confusion over the language used in the textbooks, the very goal of education could be undermined.
Interestingly, not all textbooks have followed this naming trend. The Class 6 science book, for example, is titled Curiosity in English, while the Hindi and Urdu versions are called Jigyasa and Tajassus, respectively. Similarly, the social science textbook retains a clear English title, Exploring Society: India and Beyond, while the Hindi version is titled Samaj Ka Adhyayan: Bharat aur Uske Aage. These variations in naming conventions raise questions about the consistency and logic behind the decision to give Romanized Hindi titles to certain textbooks but not others. Some experts argue that a more uniform approach would have been preferable.
One significant concern raised by critics is the possibility that such arbitrary changes to textbook titles could lead to further confusion and inefficiency in the education system. With such changes coming rapidly, teachers may need additional training and resources to adjust their teaching methods and ensure students are able to properly engage with the content. Educators have pointed out that while the introduction of elements of Indian culture into textbooks is welcome, the primary goal should remain to ensure that students are receiving the best possible education in a way that is clear, effective, and accessible to all.
This shift in textbook naming conventions is part of a larger ongoing transition in Indian education, driven by the implementation of the NEP 2020. As NCERT continues to release new textbooks for other classes, there is hope that the concerns raised by educators, linguists, and regional governments will be addressed in a way that balances cultural integration with educational effectiveness. There is a need for an ongoing dialogue among all stakeholders to ensure that changes in the education system benefit all students, regardless of their language or region.
In conclusion, while the NCERT's decision to rename textbooks with Hindi titles in Roman script aims to incorporate elements of India's cultural heritage, it has triggered confusion and criticism, especially with regard to its potential impact on linguistic accuracy and regional language concerns. As India moves forward with the implementation of the NEP, it will be crucial for the education system to carefully consider the implications of these changes and ensure that students' educational experiences are not compromised in the pursuit of cultural inclusivity.
