MANAGING DECLINE OR BUILDING INHERITANCE? POLICY PATHWAYS TO SUSTAIN TAMIL IN URBAN AND MIGRANT INDIA

Authors

  • Sunitha Prabhuram Chairperson, Manipal School of Commerce and Management, Manipal Academy of Higher Education (MAHE), Dubai, United Arab Emirates
  • Thamburaj Anthuvan Senior Vice President – Sales and Marketing, USV Pvt. Ltd., Mumbai, Maharashtra, India

DOI:

https://doi.org/10.29121/shodhkosh.v7.i2s.2026.7252

Keywords:

Intergenerational Language Attrition, Mother Tongue Transmission, Additive Multilingualism, Language Policy, Urbanisation and Migration

Abstract [English]

This research work is all about the examination of the reasons why the Tamil language is less confidently transmitted to the younger generations in India, especially in urban and migrant contexts. Instead of blaming the situation of forcibly moved, displaced, or directly suppressed people for the decline of the language, the paper proposes that language loss today is mainly due to decision-making in families, schools, and institutions. The paper brings together the sociolinguistics, education, and language policy disciplines' concepts to describe the daily changes that result in language transmission from one generation to another becoming less successful. These changes are less use of Tamil at home, the early stage where reading and writing skills get weakened, and schooling practices favoring dominant regional languages and English. Besides that, the research exposes a blatant inconsistency in language policy. On paper, multilingualism is accepted and supported, but it is implemented through systems that result in language substitution rather than language accumulation. The paper claims that phenomena associated with urbanisation, social mobility, and migration, among other things, influence this pattern by altering the ways in which languages are valued and used in daily life, mainly in the multilingual metropolitan environments. Based on a few European experiences, the paper proposes that multilingualism should be considered as a continuation, which comes from regular use and literacy that is sustained over generations. The research work finally points out the possible practical implications of this for families, the education sector, and state institutions. Besides, it also suggests the preservation of languages like Tamil should not be considered individuals' burden but as the social responsibility that is shared by everyone.

References

Abbasi, M. H., David, M. K., and Ali, A. (2023). Internal Migration and Changes in Language Repertoire Among Sindhi Youth. Russian Journal of Linguistics, 27(4), 1022–1040. https://doi.org/10.22363/2687-0088-34258 DOI: https://doi.org/10.22363/2687-0088-34258

Arvidsson, K., and Jemstedt, A. (2022). The Perceived Importance of Language Skills in Europe: The Case of Swedish Migrants in France. Languages, 7(4), 295. https://doi.org/10.3390/languages7040295 DOI: https://doi.org/10.3390/languages7040290

Barakos, E., and Selleck, C. (2019). Elite Multilingualism: Discourses, Practices, and Debates. Journal of Multilingual and Multicultural Development, 40(5), 361–374. https://doi.org/10.1080/01434632.2018.1543691 DOI: https://doi.org/10.1080/01434632.2018.1543691

Bohnacker, U. (2022). Turkish Heritage Families in Sweden: Language Practices and Family Language Policy. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2022.2041646 DOI: https://doi.org/10.1080/01434632.2022.2041646

Borowczyk, M. (2020). Credentialing Heritage: The Role of Community Heritage Language Schools in Implementing the Seal of Biliteracy. Foreign Language Annals, 53(1), 28–47. https://doi.org/10.1111/flan.12439 DOI: https://doi.org/10.1111/flan.12439

Brunfaut, T., and Harding, L. (2019). International Language Proficiency Standards in the Local Context: Interpreting the CEFR in Standard Setting for Exam Reform in Luxembourg. Assessment in Education: Principles, Policy and Practice, 27(2), 215–231. https://doi.org/10.1080/0969594X.2019.1700213 DOI: https://doi.org/10.1080/0969594X.2019.1700213

Bubikova-Moan, J. (2017). Constructing the Multilingual Child: The Case of Language Education Policy in Norway. Critical Discourse Studies, 14(1), 1–17. https://doi.org/10.1080/17405904.2016.1190389 DOI: https://doi.org/10.1080/17405904.2016.1190389

Chen, S. H., Zhou, Q., and Uchikoshi, Y. (2018). Heritage Language Socialization in Chinese American Immigrant Families: Prospective Links to Children's Heritage Language Proficiency. International Journal of Bilingual Education and Bilingualism, 24(8), 1193–1209. https://doi.org/10.1080/13670050.2018.1547680 DOI: https://doi.org/10.1080/13670050.2018.1547680

Cummins, J. (2000). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters. https://doi.org/10.21832/9781853596773 DOI: https://doi.org/10.21832/9781853596773

Curdt-Christiansen, X. (2013). Family Language Policy: Sociopolitical Reality Versus Linguistic Continuity. Language Policy, 12, 1–6. https://doi.org/10.1007/s10993-012-9269-0 DOI: https://doi.org/10.1007/s10993-012-9269-0

Curdt-Christiansen, X. L. (2016). Conflicting Language Ideologies and Contradictory Language Practices in Singaporean Multilingual Families. Journal of Multilingual and Multicultural Development, 37(7), 694–709. https://doi.org/10.1080/01434632.2015.1127926 DOI: https://doi.org/10.1080/01434632.2015.1127926

Curdt-Christiansen, X. L., and La Morgia, F. (2018). Managing Heritage Language Development: Opportunities and Challenges for Chinese, Italian and Pakistani Urdu-Speaking Families. Multilingua, 37(4), 435–456. https://doi.org/10.1515/multi-2017-0019 DOI: https://doi.org/10.1515/multi-2017-0019

Curdt-Christiansen, X. L., and Wang, W. (2018). Parents as Agents of Multilingual Education: Family Language Planning in China. Language, Culture and Curriculum, 31(3), 254–269. https://doi.org/10.1080/07908318.2018.1504394 DOI: https://doi.org/10.1080/07908318.2018.1504394

Dahm, R., and De Angelis, G. (2018). The Role of Mother Tongue Literacy in Language Learning and Mathematical Learning. International Journal of Multilingualism, 15(2), 194–213. https://doi.org/10.1080/14790718.2017.1359275 DOI: https://doi.org/10.1080/14790718.2017.1359275

Diez Bedmar, M. B., and Byram, M. (2018). The Current Influence of the CEFR in Secondary Education: Teachers' Perceptions. Language, Culture and Curriculum, 32(1), 1–15. https://doi.org/10.1080/07908318.2018.1493492 DOI: https://doi.org/10.1080/07908318.2018.1493492

Diskin, C. (2020). New Speakers in the Irish Context: Heritage Language Maintenance Among Multilingual Migrants in Dublin, Ireland. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00163 DOI: https://doi.org/10.3389/feduc.2019.00163

Edwards, J. (2010). Minority Languages and Group Identity: Cases and Categories. John Benjamins. https://doi.org/10.1075/impact.27 DOI: https://doi.org/10.1075/impact.27

Fatima, S., and Nadeem, M. U. (2025). Family Language Policy and Heritage Language Transmission in Pakistan: The Intersection of Family Dynamics, Ethnic Identity and Cultural Practices on Language Proficiency and Maintenance. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1560755 DOI: https://doi.org/10.3389/fpsyg.2025.1560755

Fishman, J. A. (1991). Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages. Multilingual Matters. https://doi.org/10.2307/jj.33169466 DOI: https://doi.org/10.2307/jj.33169466

Ganuza, N., and Hedman, C. (2019). The Impact of Mother-Tongue Instruction on the Development of Biliteracy: Evidence From Somali-Swedish Bilinguals. Applied Linguistics, 40(1), 108–131. https://doi.org/10.1093/applin/amx010 DOI: https://doi.org/10.1093/applin/amx010

Groff, C. (2017). Language and Language-in-Education Planning in Multilingual India: A Minoritized Language Perspective. Language Policy, 16, 135–164. https://doi.org/10.1007/s10993-015-9397-4 DOI: https://doi.org/10.1007/s10993-015-9397-4

Hart, G. L. (1975). The Poems of Ancient Tamil: Their Milieu and Their Sanskrit Counterparts. University of California Press.

Hollebeke, I., Struys, E., and Agirdag, O. (2023). Can Family Language Policy Predict Linguistic, Socio-Emotional and Cognitive Child and Family Outcomes? A Systematic Review. Journal of Multilingual and Multicultural Development, 44(10), 1044–1075. https://doi.org/10.1080/01434632.2020.1858302 DOI: https://doi.org/10.1080/01434632.2020.1858302

Jolad, S., and Doshi, I. (2021). Colonial Legacy of Language Politics and Medium of Instruction Policy in India. SSRN Electronic Journal. https://doi.org/10.31219/osf.io/w9j7x DOI: https://doi.org/10.31235/osf.io/w9j7x

Karpava, S., Ringblom, N., and Zabrodskaja, A. (2025). Translanguaging as a Dynamic Strategy for Heritage Language Transmission. Languages, 10(1), Article 23. https://doi.org/10.3390/languages10020019 DOI: https://doi.org/10.3390/languages10020019

King, K. A., Fogle, L., and Logan-Terry, A. (2017). Family Language Policy. Language and Linguistics Compass, 11(2), e12230. https://doi.org/10.1111/j.1749-818X.2008.00076.x DOI: https://doi.org/10.1111/j.1749-818X.2008.00076.x

Kwon, J. (2017). Immigrant Mothers' Beliefs and Transnational Strategies for Their Children's Heritage Language Maintenance. Language and Education, 31(6), 495–508. https://doi.org/10.1080/09500782.2017.1349137 DOI: https://doi.org/10.1080/09500782.2017.1349137

Mahapatra, S., and Anderson, J. (2023). Languages for Learning: A Framework for Implementing India's Multilingual Language-in-Education Policy. Current Issues in Language Planning, 24(1), 1–22. https://doi.org/10.1080/14664208.2022.2037292 DOI: https://doi.org/10.1080/14664208.2022.2037292

Mirvahedi, S. H., and Hosseini, M. (2023). Family Language Policy in Retrospect: Narratives of Success and Failure in an Indian-Iranian Transnational Family. Language Policy, 22, 1–22. https://doi.org/10.1007/s10993-023-09649-4 DOI: https://doi.org/10.1007/s10993-023-09649-4

Piper, B., Zuilkowski, S. S., Kwayumba, D., and Oyanga, A. (2018). Examining the Secondary Effects of Mother-Tongue Literacy Instruction in Kenya: Impacts on Student Learning in English, Kiswahili, and Mathematics. International Journal of Educational Development, 59, 110–127. https://doi.org/10.1016/j.ijedudev.2017.10.002 DOI: https://doi.org/10.1016/j.ijedudev.2017.10.002

Rehner, K., Popovich, A., and Lasan, I. (2021). How the CEFR Is Impacting French-as-a-Second-Language in Ontario, Canada. Languages, 6(1), 15. https://doi.org/10.3390/languages6010015 DOI: https://doi.org/10.3390/languages6010015

Salö, L., Ganuza, N., Hedman, C., and Karrebæk, M. (2018). Mother Tongue Instruction in Sweden and Denmark. Language Policy, 17(2), 175–195. https://doi.org/10.1007/s10993-018-9472-8 DOI: https://doi.org/10.1007/s10993-018-9472-8

Shen, Y., and Del Tufo, S. N. (2022). Parent Child Shared Book Reading Mediates the Impact of Socioeconomic Status on Heritage Language Learners' Emergent Literacy. Early Childhood Research Quarterly, 59, 254–264. https://doi.org/10.1016/j.ecresq.2021.12.003 DOI: https://doi.org/10.1016/j.ecresq.2021.12.003

UNESCO. (2003). Language Vitality and Endangerment. UNESCO Ad Hoc Expert Group on Endangered Languages.

Vogelzang, M., Tsimpli, I. M., Balasubramanian, A., Panda, M., Alladi, S., Reddy, A., Mukhopadhyay, L., Treffers-Daller, J., and Marinis, T. (2024). Effects of Mother Tongue Education and Multilingualism on Reading Skills in the Regional Language and English in India. TESOL Quarterly. https://doi.org/10.1002/tesq.3326 DOI: https://doi.org/10.1002/tesq.3326

Wang, H., and Hatoss, A. (2024). Language Policy and Planning for Heritage Language Maintenance: A Scoping Review. Current Issues in Language Planning, 25(4), 612–632. https://doi.org/10.1080/14664208.2024.2341203 DOI: https://doi.org/10.1080/14664208.2024.2341203

Xu, H., Li, X., and Shan, Z. (2023). Competence in Multiple Foreign Languages as Cultural Capital in Family Language Policy: Parents' Perceptions. International Journal of Applied Linguistics, 33(2), 234–251. https://doi.org/10.1111/ijal.12441 DOI: https://doi.org/10.1111/ijal.12441

Zvelebil, K. V. (1973). The Smile of Murugan: On Tamil Literature of South India. Brill. https://doi.org/10.1163/9789004642829 DOI: https://doi.org/10.1163/9789004642829

Downloads

Published

2026-03-27

How to Cite

Prabhuram, S., & Anthuvan, T. (2026). MANAGING DECLINE OR BUILDING INHERITANCE? POLICY PATHWAYS TO SUSTAIN TAMIL IN URBAN AND MIGRANT INDIA. ShodhKosh: Journal of Visual and Performing Arts, 7(2s), 58–66. https://doi.org/10.29121/shodhkosh.v7.i2s.2026.7252