Sadaket Ali Malik
The New Education Policy (NEP) 2020 is a landmark step in the Indian education system. It aims to make education more inclusive, flexible, and connected to the cultural roots of the learners. One of the most important parts of the NEP 2020 is its focus on mother tongue and regional languages. The policy clearly states that, whenever possible, the medium of instruction in schools should be the child’s mother tongue or local language at least till Grade 5 and preferably till Grade 8. This approach helps children learn and understand better because they begin their education in a language they already know. The policy also promotes multilingualism, meaning that children should learn more than one language, and that every Indian language deserves respect, recognition, and preservation.
The NEP 2020 believes that a child’s first language, or mother tongue, is the best medium for teaching in early years. When children start learning in a language that they speak at home, they feel comfortable, confident, and interested in their studies. This method improves reading and writing skills, builds creativity, and strengthens a child’s link with their culture and community. In later years, students can gradually learn other regional and national languages, which helps them become multilingual and better prepared for the world.
Jammu and Kashmir is one of the most linguistically diverse regions of India. The Union Territory is home to many languages that reflect its geography, culture, and history. The main languages of the region include Kashmiri, Dogri, and Urdu, but there are also several local and sub-regional languages spoken by smaller communities. These include Bhaderwahi, Bhalesi, Sarazi, Kishtwari, Pogali, Padari, and Siraji, which are mainly spoken in the hilly districts of Doda, Kishtwar, and Ramban—an area popularly known as the Chenab Valley. These languages belong to the Western Pahari group of Indo-Aryan languages and share many features with Dogri and Himachali languages.
According to the Census of India 2011, Dogri has more than 2.5 million speakers in India and is recognized as one of the 22 official languages in the Eighth Schedule of the Indian Constitution. It is widely spoken in Jammu, Kathua, Udhampur, and Reasi districts. However, the languages of the Chenab Valley are not officially recognized at the national level. In the census, many people from Doda, Kishtwar, and Ramban record their language as “Pahari” or sometimes as Dogri, Hindi, or Kashmiri, which makes it difficult to know the exact number of speakers of each variety.
Researchers and linguists estimate that Bhaderwahi and its sub-varieties like Bhalesi together have over one lakh speakers, while Sarazi may have around the same number or slightly more. Kishtwari, Pogali, Padari, and Siraji have smaller speaker populations but are still actively used in their respective valleys. Each of these languages has a unique identity, with its own pronunciation, vocabulary, and oral literature. Folk songs, traditional stories, riddles, and sayings in these languages form an important part of the cultural life of the Chenab Valley.
Despite their cultural richness, these languages face challenges. They are not taught in schools, they lack written materials and textbooks, and very few people are trained to teach in these local languages. Because of this, children in these areas start learning in languages like Urdu or Hindi, which may not be their mother tongue. This makes learning more difficult in the early years, as children struggle to understand lessons in a language different from the one they speak at home.
The NEP 2020 provides a great opportunity to change this situation. It encourages local-language education and the creation of learning materials in the mother tongue. For Jammu and Kashmir, this means that primary schools in Doda, Kishtwar, and Ramban could start teaching early classes in Bhaderwahi, Bhalesi, or Sarazi, while gradually introducing Dogri, Urdu, Hindi, and English. Children who learn first in their home language build stronger basic skills, and when they later learn other languages, they do so with greater confidence and success.
To make this policy effective, several steps are needed. The first step is language mapping—identifying which languages are spoken in which areas. For example, Bhalesi in Bhalessa, Sarazi in Doda, Kishtwari in Kishtwar, and Pogali in Ramban. The Census 2011 data can help as a starting point, but local surveys are also needed to get updated and accurate information. After mapping, textbooks, storybooks, and teaching materials should be developed in these languages. Local teachers who already speak these languages should be trained in bilingual education methods, so they can teach both in the local language and the official medium.
Educational institutions like the University of Jammu, Cluster University Jammu, and IIT Jammu can play an important role in supporting this work. They can help in documenting these languages, developing grammar guides, dictionaries, and primers, and training teachers. Community participation is also very important. Local elders, poets, and writers can help collect stories, songs, and traditions that can be included in school lessons. This will make learning not only educational but also cultural and enjoyable.
The NEP 2020 also supports digital learning resources in Indian languages. This can be used to create online lessons, videos, and audio materials in Dogri and the Chenab Valley languages. Schools can use simple digital tools to record folk tales and poems from elders and make them part of school culture. This will also help in preserving these languages for future generations.
Implementing NEP 2020 in Jammu and Kashmir will not only improve education quality but also strengthen cultural identity. The local languages of the Chenab Valley are treasures of history and tradition. Teaching them in schools will ensure that children grow up proud of their mother tongue while also learning other languages for wider communication.
In conclusion, the New Education Policy 2020 gives new hope for protecting and promoting the regional languages of Jammu and Kashmir. Languages like Dogri, Bhaderwahi, Bhalesi, Sarazi, Kishtwari, Pogali, Padari, and Siraji are not just means of communication—they are symbols of the rich culture and heritage of the region. If the NEP’s ideas are implemented properly, education in Jammu and Kashmir can become more meaningful, inclusive, and rooted in local life. The use of mother tongues in schools will not only make learning easier for children but will also help preserve the linguistic and cultural diversity of Jammu and Kashmir for future generations.
The author can be reached at sadaketmalik.blogspot.com
