ABSTRACT
The languages of the masses had some presence in education and literacy instruction, but high levels of competence in the dominant language always remained the most prestigious and targeted as the end-point of quality education. The minority, low-caste, indigenous, or folk varieties or the indigenous, tribal, and minority (ITM) languages had no presence in education and other scholarly and social activities. Education in pre-colonial India was broadly multilingual in a nominal and informal sense. Formal education in English was clearly associated with instrumental benefits in British administration and English replaced Sanskrit as it became the colonial language of power and prestige. The hierarchical distinction between English and Indian languages was institutionalised in education in British India. The multilingual sociolinguistic realities of India and the complexities of a diverse society have not been adequately reflected in actual practices in languages in education. The ITM languages are threatened by their neglect in the language policy in education in India.
