Language is fundamental to identity, culture and belonging in India, a country characterised by significant linguistic diversity. Mother tongues function as cultural capital transmitting customs values and communal memory through generations. The prevalence of English in education has created obstacles for rural students particularly those from Telugu-medium backgrounds who frequently find it challenging to adapt to English-focused higher education. This study examines the significance of mother language in the reclamation of identity and the preservation of culture within the context of the National Education Policy (NEP) 2020. Employing a descriptive research design, data was collected from postgraduate and doctoral students at Osmania University, Hyderabad, using simple random sampling. Participants predominantly hailed from rural regions where Telugu was the medium of initial education. Case studies and focus group conversations were undertaken to document lived experiences. Quantitative data was analysed using SPSS software with percentages and Likert scale responses. The results indicate that students predominantly view mother language education as a means of reinforcing cultural identity improving understanding and reducing dropout rates. They also recognise English as crucial for global prospects while asserting that it should not supplant the native language. The study indicates that NEP 2020 offers a corrective framework by legitimising education in the mother tongue and reconciling the disparity between home and school environments. This research emphasises the significance of the mother tongue as cultural capital for inclusive development linguistic justice and the safeguarding of identity for future generations.
Language is fundamental to identity, culture and belonging in India, a country characterised by significant linguistic diversity. Mother tongues function as cultural capital transmitting customs values and communal memory through generations. The prevalence of English in education has created obstacles for rural students particularly those from Telugu-medium backgrounds who frequently find it challenging to adapt to English-focused higher education. This study examines the significance of mother language in the reclamation of identity and the preservation of culture within the context of the National Education Policy (NEP) 2020. Employing a descriptive research design, data was collected from postgraduate and doctoral students at Osmania University, Hyderabad, using simple random sampling. Participants predominantly hailed from rural regions where Telugu was the medium of initial education. Case studies and focus group conversations were undertaken to document lived experiences. Quantitative data was analysed using SPSS software with percentages and Likert scale responses. The results indicate that students predominantly view mother language education as a means of reinforcing cultural identity improving understanding and reducing dropout rates. They also recognise English as crucial for global prospects while asserting that it should not supplant the native language. The study indicates that NEP 2020 offers a corrective framework by legitimising education in the mother tongue and reconciling the disparity between home and school environments. This research emphasises the significance of the mother tongue as cultural capital for inclusive development linguistic justice and the safeguarding of identity for future generations.