The University Grants Commission (UGC) has launched a new initiative, ‘Learn One More Bharatiya Bhasha’. The program urges all higher education institutions (HEIs) nationwide to promote learning an additional Indian language among students, teachers, staff, and local communities. This effort aims to strengthen cross-cultural understanding across the country.
The Bharatiya Bhasha Samiti (BBS) developed specific guidelines for HEIs to implement the language learning program. These guidelines detail the types of courses, target populations, resource requirements, trainer qualifications, and incentives for participants.
The UGC stated that learning an additional Indian language is straightforward. Many Indian languages share similar vocabulary, sentence structures, sound systems, letters, and grammatical foundations. This makes acquiring a new Indian language easier for students, teachers, and staff within HEIs.
Guidelines for Bhasha Courses
HEIs must follow structured guidelines for offering these new language courses:
Language Course Design
- All higher education students should be encouraged to learn at least one additional Indian language beyond their mother tongue or local language.
- Courses will primarily focus on developing communicative skills, encompassing both speaking and reading-writing in the chosen target language.
Target Learner Population
- The initiative targets undergraduate, postgraduate, and doctoral students.
- Learner profiles may be segmented to include heritage speakers, absolute beginners, students with disabilities, or professionals requiring sector-specific vocabulary.
- Recognition of Prior Learning (RPL) routes can also be considered for enrollment.
Resource Material Development
- Colleges can create learning materials or modules. These can be online, digital, or print formats.
- Materials may include texts, videos, audios, and situational conversations.
- Institutions can develop these resources internally using existing educator expertise or through collaborative networks.
- HEIs are also encouraged to collaborate with other colleges to develop or share learning materials.
Trainer Recruitment and Competencies
- Trainers with diverse mother tongue and language backgrounds can be hired from within the institution or externally.
- Trainer competencies must be clearly defined.
- Many HEIs will require short, stackable credentials for Task-Based Language Teaching (TBLT) and Content and Language Integrated Learning (CLIL) trainers. These trainers will deliver content relevant to specific disciplinary contexts.
Incentives for Learners
- Structured incentives will be provided for course completion, mentor effectiveness, and sustainable community engagement.
- Learners who achieve declared proficiency targets will receive micro-credentials. These credentials will be recorded in the Academic Bank of Credits (ABC) and visible on academic transcripts.
- Mentors whose cohorts consistently demonstrate proficiency gains will receive credits towards a stackable ‘HEI Language Mentor’ certificate.
The UGC’s initiative seeks to integrate language learning deeply within the higher education system. It promotes linguistic diversity and cultural exchange among India’s youth and academic communities.