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| What is the language of science | | | Vijay Garg | 7/20/2025 10:52:49 PM |
| “What is the language of science?” takes on a particularly rich and complex meaning when reflected upon from the context of multilingual India. While globally, English has largely become the de facto lingua franca of mainstream science and higher education, India’s unique linguistic landscape presents both challenges and opportunities regarding this reality.
Here’s a breakdown of the key reflections from multilingual India:
1. The Dominance of English in Mainstream Science:
* Legacy of Colonial Rule: English became the default language of science and higher education in India due to British colonial rule.
* Global Access and Communication: Its widespread adoption globally means that proficiency in English provides Indian scientists with access to international research, publications, and collaborations. This is crucial for staying at the forefront of scientific advancements.
* Higher Education: Much of the advanced scientific literature, journals, and conferences are in English, making it essential for students and researchers in Indian universities.
2. The Importance of Indian Languages:
* Accessibility and Inclusivity: With over 22 officially recognized languages and hundreds of dialects, effective science communication in India requires translation not just across languages but also across cultural and educational contexts.
* Bridging the Gap: Popularizing science in Indian languages is vital for bridging the gap between scientific communities and the general public, especially given the linguistic diversity and varying levels of literacy.
* Conceptual Understanding: Research suggests that young children learn and grasp concepts more quickly in their home language/mother tongue. This has led to calls for promoting multilingualism in science education, especially at early stages.
* Reclaiming Indigenous Knowledge: Many indigenous ecological knowledge systems, traditional medicine practices, farming methods, and even astronomy have long traditions in regional languages. Reclaiming these traditions involves documenting them in their native tongues, validating them, and integrating them into the scientific curriculum. This fosters respect for plural knowledge systems and reinforces the relevance of science to local communities.
* Translanguaging in Classrooms: Indian science teachers often use “translanguaging” strategies – drawing on multiple languages – to aid students’ understanding of scientific concepts, recognizing that a strict English-only approach can hinder learning.
3. Challenges and Opportunities:
* Linguistic Gaps: Students from regional language backgrounds often face difficulties when transitioning to English-medium instruction at higher levels, leading to learning difficulties and potential social ostracization.
* Teacher Training: There’s a need for well-trained teachers who can effectively navigate multilingual classrooms and use diverse linguistic resources to facilitate science learning.
* Resource Development: The absence of high-quality textbooks and educational materials in various Indian languages is a significant hurdle.
* National Education Policy (NEP) 2020: The NEP 2020 actively promotes multilingualism and emphasizes the power of language in teaching and learning, advocating for a three-language formula to blend local, national, and international languages.
This policy aims to address the linguistic challenges in education, including science.
* Cognitive Benefits: Multilingualism is known to enhance cognitive abilities like memory, attention, problem-solving, and creativity, which can be advantageous for scientific thinking.
In conclusion, while English serves as the primary language for formal and global scientific discourse in India, the reflection from a multilingual nation highlights that “the language of science” is not monolithic.
For science to be truly inclusive, accessible, and deeply rooted in the diverse societal fabric of India, it must also speak in its many tongues, embracing the power of indigenous languages and multilingual pedagogies.
This complex interplay of English and regional languages is crucial for fostering scientific literacy, innovation, and a deeper connection between science and the lives of ordinary people across India.
Author is a Retired Principal Educational columnist Eminent Educationist street kour Chand MHR Malout Punjab.
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