In a world where multilingualism is increasingly common, the concept of a "mother tongue" is becoming outdated and limiting. As a researcher in linguistics and language education, I've been exploring this issue in the context of India, one of the most linguistically diverse countries in the world. My recent study challenges the traditional notion of mother tongue and argues for a more nuanced understanding of linguistic identity.
The Problem with 'Mother Tongue'
Consider these scenarios:
- You're highly proficient in multiple languages. Which one is your mother tongue?
- Your parents speak different languages. What's your mother tongue then?
- Your first language is considered a "dialect" rather than a "legitimate language." How does this affect your linguistic identity?
- You feel ashamed to disclose your mother tongue due to social pressures.
These situations are common in India, where linguistic diversity is the norm rather than the exception. Yet, we continue to use the concept of 'mother tongue' as if it were a simple, straightforward matter.
The Indian Context: A Case Study in Complexity
During research, I encountered numerous examples that highlight the complexity of linguistic identity in India:
1. Census takers sometimes assume or suggest a dominant language as someone's mother tongue, even when it isn't.
2. Many individuals initially claim Hindi as their mother tongue, only to later identify with regional languages like Braj, Marwari, or Bundelkhandi when given the opportunity.
3. Children of multilingual parents often identify with fewer languages than their parents, sometimes favoring more dominant or prestigious languages.
The Historical Perspective
Interestingly, the concept of language as a marker of individual or group identity is relatively new in India. Until the late 19th century, languages were primarily associated with geographical locations rather than personal identity. People commonly used multiple languages for different aspects of their daily lives without feeling the need to claim a single linguistic identity.
This shift towards linguistic identity and the concept of 'mother tongue' came about largely due to Western influences during the colonial period.
The Case for 'Multicompetence'
Instead of clinging to the limiting idea of a single mother tongue, I propose embracing the concept of 'multicompetence.' This approach recognizes that:
1. Most Indians are plurilingual, with varying levels of proficiency in multiple languages.
2. Our linguistic abilities are context-dependent and fluid.
3. The Western monolingual lens of language proficiency doesn't capture the nuanced language use in India.
By moving away from single-language labels, we can better appreciate the rich tapestry of linguistic abilities that many Indians possess.
A New Way Forward
To better understand and describe linguistic identities in India, we need to:
1. Recognize the fluidity of language boundaries, especially in border regions where languages blend and mix.
2. Appreciate the informal, non-standardized language practices that occur in everyday interactions.
3. Adopt concepts like 'communities of practice' to describe shared linguistic strategies without enforcing rigid language boundaries.
Conclusion
The notion of 'mother tongue' has been a powerful force in India, sometimes even leading to social unrest. However, it's time to move beyond this limiting concept. By embracing our multilingual realities and celebrating the diverse linguistic competencies we possess, we can foster a more inclusive and accurate understanding of language in India.
As researchers and educators, it's our responsibility to lead this shift in perspective. Let's move away from the question "What is your mother tongue?" and instead ask, "What languages do you use, and how do you use them?" This approach not only reflects the reality of language use in India but also celebrates the rich linguistic diversity that makes our country unique.
(This blogpost is extracted from my article published in the ELTIF journal)
References
Annamalai, E. (2008). 10 Contexts of multilingualism. Language in South Asia, 223.
Canagarajah, S., Makoni, A., & Pennycook, A. (2007). Disinventing and reconstituting languages.
Khubchandani, L. M. 1997. Language policy and education in the Indian subcontinent. In R. Wodak & D. Corson (eds.), Encyclopedia of Language and Education, 179–187. Dordrecht: Springer Publishing. doi: https://doi.org/10.1007/978-94-011-4538-1_17
Mitchell, L., 2009. Language, Emotion, and Politics in South India the Making of a Mother tongue, Contemporary Indian Studies. Indiana University Press, Bloomington.
