National Education Policy (NEP) promotes an increase in the use of maternal, local or regional language as a medium of instruction in schools to class V.
The Ministry of Education has announced a scheme under Samagra Shiksha Abhiyaan to appoint more Hindi and Urdu teachers in non-government -Negara from these languages.
According to the scheme, there will be provision of Hindi teachers in the northeastern state and other non-hindi speech countries for class I to XII.
Similarly, the state will have provisions to appoint urdu teachers according to their needs.
The scheme further states that while bilingual books and learning material must be provided to improve the learning-learning process, the development of sustainable professionals (CPD) teachers also need to be done.
Start
Safe! You have managed to put your votelogin to see the results of the scheme have been there for a while, it was integrated with Samagra Shiksha Abhiya from the current academic year, 2021-22, revealed the source of the Ministry of Education.
“For the next five years, countries can send their proposals to introduce regional language training in schools at the beginning of the academic session.
At the annual work plan meeting, this proposal will be considered and given intrinsic approval,” added the source.
This year, a proposal to introduce Hindi as a language course in schools was received from Nagaland, Manipur, and Mizoram, while proposals to introduce Urdu were accepted from Karnataka, revealing sources.
Posting for approval, countries must appoint language teachers according to their needs, which have basic qualifications as mentioned in the scheme.
“If teachers meet the necessary standards, the State will be given Honorerium of Rs 30,000 per teacher per month for the academic year,” clarifying the source.
Teacher training is Keyameeta Wattal, Chair, DLF Foundation School, New Delhi felt that teaching training was among the biggest challenges facing the scheme.
“Little kids have the ability to understand several languages if they are taught well.
The idea is to help them absorb new languages in a culturally right way,” he said.
The teacher must focus on introducing language through food, music, colors, cinemas, and other social conversations, adding wattal.
“Tata Grammar is just a connection of these words.
Thus, the teacher must be proficient to teach young people through social and cultural references,” he said.
Even the availability of language teachers in non-original countries for these languages might be a problem, added Jyoti Arora, Principal, Mount Abu Public School, Rohini, Delhi.
“I think this is an extraordinary opportunity for students to become fluent in more than one language.
At the same time, care must be taken so that teachers who meet the requirements and trained are appointed,” he said.
Start the beginning needed
Sanjeev Kumar Gaur, Principal, GBSSS No.
1, Extension Garden Rajouri, New Delhi, said that unless language training starts from the pre-primary level, it won’t get the desired results.
“We have first-generation students whose parents cannot focus on their diction and grammar.
Even these children have problems with fluent Hindi-language, which is our oral language.
Thus, in non-Hindi speaking countries, early Learning early becomes a necessity, “he said.
Various advantages
Wattal felt that in addition to focusing on learning foreign languages, Indian language must also be a priority in schools throughout the country.
“In addition to providing students with a feeling of inclusiveness when it comes to learning in various countries, knowledge of various national languages will also help them get jobs in different Indian countries,” he added.
The scheme under Samagra Shiksha Abhiyan to promote Hindi, Urdu in non-original countries
