With two-language policy, state board schools in Tamil Nadu didn’t teach in Hindi but learning Hindi was always possible.
Published Dec 06, 2024 | 9:00 AM ⚊ Updated Dec 06, 2024 | 9:00 AM
Union Finance Minister Nirmala Sitharaman. (X/Nirmala Sitharaman)
Union Finance Minister Nirmala Sitharaman’s statement in the Lok Sabha that she could not learn Hindi since the schools did not offer the subject has reignited the language war in Tamil Nadu.
“I should blame the DMK for not learning Hindi,” she told the Lok Sabha on Wednesday, 4 December. The minister also said she was mocked on the streets for trying to learn Hindi. She further accused the DMK of politically supporting those who mocked people who attempted to learn Hindi.
Against the backdrop of the finance minister’s statement, South First did a reality check on whether learning Hindi is impossible in Tamil Nadu. Here are the findings:
Tamil Nadu’s linguistic identity has been shaped by its resistance to the imposition of Hindi since the 1930s. This resistance reached its peak during the anti-Hindi agitations of the 1960s, which culminated in the state adopting a two-language policy that prioritised Tamil and English in state-run schools. As a result, Hindi was never a mandatory subject.
However, contrary to Sitharaman’s assertion, Tamil Nadu had avenues for learning Hindi. Institutions like the Dakshina Bharat Hindi Prachar Sabha (DBHPS), established in 1918 by Mahatma Gandhi, have been instrumental in providing affordable Hindi education.
Additionally, students in Central Board of Secondary Education (CBSE) schools were taught Hindi as part of their curriculum.
“Hindi was never forced on us in Tamil Nadu, but we learned it out of practicality,” recalled Sivaraman, a retired bank employee from Chennai. “Back in the 1970s, there was no compulsion to study Hindi in our schools. However, many of us realised its importance, especially if we wanted to secure central government jobs or work in Hindi-speaking regions,” he told South First.
He added that the Dakshina Bharat Hindi Prachar Sabha was a lifeline for people like him. It offered affordable classes on weekends, and its teaching methods were straightforward yet effective.
“I remember walking to their center after work, along with several friends, to prepare for the language proficiency exams. It wasn’t about politics for us—it was a matter of practicality and ensuring better career prospects. Looking back, I’m grateful for those classes because they opened up opportunities that would have otherwise been out of reach,” he said.
“In the 1980s, government schools and matriculation schools didn’t have Hindi as part of the curriculum,” Rajendran, a Chennai resident told South First.
“If we wanted to learn Hindi, we had to join private classes or the Prachar Sabha. It wasn’t mandatory, but for students aspiring for central government jobs, it was a practical step. My sister learned Hindi through these classes because she wanted to work in Delhi, but I didn’t bother because my career was based in Tamil Nadu,” he added.
Contrary to the claim that Hindi wasn’t accessible, CBSE schools in Tamil Nadu have always included Hindi as a third language.
Those who studied in these schools had exposure to Hindi, unlike their peers in state schools say various residents from Chennai, students from non-CBSE backgrounds often turned to coaching centers or the DBHPS to learn Hindi at affordable rates.
“Forty years ago, we didn’t have Hindi in matric schools, but the Prachar Sabha provided excellent affordable classes. I attended them on weekends to prepare for a job with the railways. It wasn’t mandatory, but we felt it was necessary,” Narayanan of Chennai recalled.
“I’ve always seen language as a tool, not a burden,” Anandi, a marketing professional told South First, “When I went to work in Mumbai, I struggled initially because I didn’t know Hindi. If I had learned it in school as a third language, it would’ve been so much easier. I don’t think making it optional is a bad idea—it’s a personal preference, and people should decide based on their needs,” she said.
“Knowing Hindi helped me connect with people across the country,” Nithyashree, a homemaker, said. “I learned it on my own during college because I wanted to travel and explore India. If schools offered Hindi as a third language, students wouldn’t have to look for private classes like I did. It shouldn’t be forced, of course, but the option is helpful for those who want it.”
Nirmala Sitharaman completed her schooling at Seethalakshmi Ramaswami College in Tiruchirappalli, an institution affiliated with Tamil Nadu’s state education system. During her school days, Hindi was not part of the state curriculum.
Although Hindi was not mandatory, alternative learning avenues like private tutoring, Dakshina Bharat Hindi Prachar Sabha, and CBSE schools were available for those seeking to learn the language. Sitharaman later pursued higher education in Economics at the University of Delhi, where English was the primary medium of instruction.
Meenakshi, a software engineer from Bengaluru working in Chennai, questioned the relevance of Sitharaman’s statement in today’s context.
“We live in a time when language learning has become more about personal preference than political narratives. Tamil Nadu has always given people the choice—whether through CBSE schools, the Prachar Sabha, or private classes. My father learned Hindi in the 1980s for job opportunities in the railways, and I never felt the need to learn it because my career has been in Tamil Nadu and the IT industry, where English dominates,” she said.
Meenakshi felt the minister’s statement was outdated. “Instead of reigniting these debates, we should focus on promoting multilingualism without compulsion. People should be free to learn languages that align with their personal or professional goals. Reviving linguistic blame games only creates unnecessary tension when the reality is that Tamil Nadu has always provided space for individual choice.”
Lakshmi (name changed), a retired English professor from T. Nagar felt that the focus should be on fostering inclusivity, not reigniting old debates.
“Tamil Nadu’s linguistic policies have always been rooted in respect for cultural identity while leaving the door open for individual choices. My students came from diverse backgrounds—some choose to learn Hindi to explore careers in North India, while others stick to Tamil and English because it suits their goals.
“The minister’s remark about being ridiculed seems exaggerated and doesn’t reflect the Tamil Nadu I know. The issue isn’t about mocking Hindi, it’s about preserving our linguistic heritage while giving people the freedom to learn what they need. Instead of stirring up old grievances, why not focus on building a future where multilingualism is encouraged without imposing it,” she asked.
(Edited by Majnu Babu).
