Here is a note suited for a [Link].
Ed (Diploma in Elementary Education) student, on The Place of
English in the School Curriculum, especially in light of NEP 2020 and NCF-SE 2023. You can use
this for assignments, lesson planning, or classroom discussion.
Note: The Place of English in the School Curriculum (NEP 2020 & NCF-SE 2023)
1. Introduction
Language education is a core element of school education. How and when English is introduced,
how much emphasis is given, and in what medium instruction happens all deeply affect student
learning, confidence, inclusion, and future opportunities.
NEP 2020 (National Education Policy) and the National Curriculum Framework for School
Education (NCF-SE) 2023 give renewed guidelines for the role of English, in the context of
multilingualism, mother tongue/home language, and flexible, student-centric curriculum.
2. Key Provisions in NEP 2020 Regarding English & Language Education
From NEP 2020:
Three-Language Formula: Students will learn three languages. At least two of the languages
must be native to India. English may be one among the languages (R2 or R3), depending on
choices made by state, regions, students.
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Mother tongue / home language medium: The policy insists that, wherever possible, the home
language, mother tongue, or regional language be used as medium of instruction up to Grade 5
(foundational stage), and preferably up to Grade 8. This means English should not be the
medium in early stages if students are not already fluent.
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Bilingual / Multilingual Material: NEP encourages preparation of high-quality bilingual textbooks
and teaching materials for subjects like Science, Mathematics etc., so students can think and
express in both home languages and English. This helps build conceptual clarity.
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3. Key Provisions in NCF-SE 2023 Regarding English
From the NCF-School Education, 2023:
Stages & Language Roles: NCF-SE follows the 5+3+3+4 structure (Foundational, Preparatory,
Middle, Secondary). The introduction and growth of language skills (including English) are
staged.
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Role of R1, R2, R3 Languages:
R1: The first or primary language of literacy & instruction. Should ideally be mother
tongue/home/familiar regional language. Used as medium of instruction in foundational stage
until literacy in R1 is achieved.
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R2: Another language, which may include English. Introduced at appropriate stage. Students are
expected to gain reading & writing skills in R2 by certain stages.
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R3: Third language (distinct from R1 & R2), to promote multilingualism. English might be
selected as R3 in some contexts.
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Medium of Instruction in Early Years: NCF-SE (following NEP) mandates that in the Foundational
Stage (roughly ages 3-8, pre-school + Grades 1-2), the medium of instruction should be the
mother tongue or a familiar regional language (R1). If not possible, then a familiar
regional/state language. English is not expected to be the medium here.
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Learning Outcomes & Proficiency Benchmarks: NCF-SE lays down what learners should achieve
at each stage in each language: fluency, reading comprehension, speaking, writing, vocabulary,
literary appreciation. English as a subject/language is treated like other languages in these
benchmarks.
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Flexibility & Localisation: Schools, States are given flexibility in choosing which languages to
adopt as R1, R2, R3. Also, curriculum materials (textbooks etc.) may be bilingual, in local
languages and English.
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4. Implications for Elementary Education ([Link] Context)
As a future teacher in elementary/primary/upper primary school, what do these policy
provisions imply for practice?
Implication / What you should do
Area
Medium of instruction
Use the students’ mother tongue or home language in early years (foundational) for teaching –
even for concepts that will later also be taught in English. This helps comprehension, confidence
and avoids early language barrier.
Introduction of English
Introduce English progressively — as R2 or R3 — once students have basic literacy in R1.
Emphasize both oral skills (listening & speaking) first, then reading & writing.
Teaching materials
Use / request bilingual materials. For example, in Science or Maths, allow students to discuss in
their home language and gradually move to using English where appropriate. Provide
glossaries, dual‐language aids.
Teacher competence
Teacher must be comfortable in both local/home language and English. Training in bilingual
pedagogy, strategies for scaffolding (giving support), using code switching etc.
Assessment
Assess English language skills in a way that takes into account that students are adjusting: avoid
harsh penalties for early mistakes. Use formative assessments: listening, speaking,
reading/writing, at pace suited to students. Don’t expect perfect fluency too early.
Classroom practices
Encourage use of storytelling, songs, poetry, dialogues in both home language and English;
integrate English in daily activities; use language games; gradually increase English exposure.
Parental & community involvement
Inform parents about the policy: why home language is important, how English will come in
later, how it helps long‐term. Involve community to support home language literacy (books,
reading at home etc.).
5. Challenges & Considerations
Resource constraints: In many schools, there may not be sufficient qualified teachers who can
teach in mother tongue and English. Textbooks in all languages may not be readily available.
Exposure outside school: Students who don’t hear or use English outside may find it hard; need
to ensure classroom exposure is meaningful.
Pressure & Perception: Many parents believe early exposure to English is essential for better
future—this may cause pressure to introduce English too early or make it the medium.
Teachers need to balance expectations and policy.
Standardisation: Keeping quality high across languages; ensuring English textbooks, teachers
etc. are of good standard so that when students move to higher grades, they are able to cope.
Assessment and exam boards: Ensuring board exams and assessments align with these policy
stances (i.e. not overweigh or impose English too early), so that policies translate into practice.
6. Conclusion
English has an important place in the school curriculum under NEP 2020 & NCF-SE 2023 — not
as a replacement of the home language in early years, but as a language to be learned along
with others, with flexibility, graded introduction, support, and respect for mother tongue.
The policy aims for multilingualism, foundation in home language, flexible choice, and for
English to serve as an enabler rather than a barrier.
For elementary teachers, the key is to implement these ideals in classrooms: using mother
tongue early; making learning of English gradual, enriching, context-sensitive; supporting
students of diverse backgrounds; and facilitating strong language skills without losing sight of
cultural and linguistic roots.
