'Don't Drag Kids Into Ideological Fights': Developmental Pediatrician Dr Samir Dalwai On Hindi As Third Language In Maharashtra Schools; VIDEO

Amid political churn in Maharashtra over the state's decision to introduce Hindi as a third language in Grade 1 under NEP 2020, Free Press Journal's Executive Editor Afrida Rahman Ali sat down with developmental pediatrician Dr. Samir Dalwai, who works closely with children facing communication and developmental challenges. In a conversation that cuts through political noise, Dr. Dalwai focuses on what truly matters — the well-being of the child.

Afrida Rahman Ali: Let’s begin with the core question — developmentally, when is it appropriate to introduce a third language to a child?

Dr. Samir Dalwai: It’s not just about the child’s chronological age — what matters is the developmental age. A typically developing child will start speaking basic sentences between 2 to 3 years in the most commonly heard language. By age 5, their vocabulary becomes strong in that primary language. Once that foundation is in place, additional languages can be picked up — but it has to be a step-by-step process.

Afrida: The Maharashtra government says that in Grade 1 and 2, Hindi will only be introduced orally — not as a written subject. What’s your take on that?

Dr. Dalwai: Even if it’s oral-only, the moment you label it as a subject, it becomes formalized. Parents begin preparing children beforehand, just like they do before school admissions. Structured learning begins early. And unless there’s strong evidence that introducing Hindi in Grade 1 brings better outcomes than starting in Grade 3, it’s not justified. Why add to a child’s burden without clear benefit?

Afrida: Some argue that younger kids absorb languages faster — so isn’t early exposure actually beneficial?

Dr. Dalwai: It depends on the exposure. Just one or two classes a week won’t immerse the child in the language. Children pick up languages from natural surroundings, not formal instruction alone. Hindi is already present around them — on TV, in Bollywood, in day-to-day interaction. Formalizing it unnecessarily may not lead to any cognitive advantage.

Afrida: Could multiple languages confuse a child or hamper their language development?

Dr. Dalwai: Not in a typically developing child. If a child has mastered one language by age 5, they can learn others easily. But I worry about the rising number of children today who face developmental delays, communication issues, or social engagement problems. For them, every added academic burden — even if oral — can overwhelm and backfire.

Afrida: What about children with special needs?

Dr. Dalwai: That’s a serious concern. A neurodivergent child — say, one with autism — may still be struggling with one language. If everyone else in the class is being taught Hindi, parents of such children feel pressured. It becomes the proverbial straw that breaks the camel’s back.

Afrida: What then should be the real focus of early education?

Dr. Dalwai: We must fix what’s broken first. Surveys like ASER show that students in Grade 8 often can’t grasp Grade 3 concepts. Let’s first improve comprehension, learning outcomes, emotional development. Adding more won’t help if basics are missing.

Afrida: Were child development experts like yourself consulted before this policy move?

Dr. Dalwai: I wasn’t consulted, and that’s the problem. Policymakers need to involve those who actually work with children and understand how they grow, learn, and struggle. Right now, children are being used as pawns in ideological agendas.

Afrida: Is this really about education — or is it a political move?

Dr. Dalwai: Globally, language is always politicized. It’s not new. But we forget that what truly matters is teaching kids how to live together, to share, to tolerate differences. Language is just one tool. Emotional intelligence, empathy, teamwork — these are far more important and should be nurtured early.

Afrida: You made an insightful comment about how a language is introduced. Could you elaborate?

Dr. Dalwai: You can't force-feed learning. If you make a language attractive — say, through a fun Hindi film every week — the child will naturally want to learn it. But if you make it compulsory, it becomes a battleground. The child may even develop resistance or bias. That’s not learning — that’s aversion.

Afrida: Do you believe we’re politicizing children’s classrooms?

Dr. Dalwai: Absolutely. Children must be kept away from political crossfire. You don’t target civilians in war — similarly, don't drag kids into ideological fights. Let’s focus on their safety, security, and holistic growth. A child shouldn’t feel they are accepted only if they speak a certain language or excel in a subject. That’s exclusion, not education.

Afrida: Final question — what is your message to policymakers and parents?

Dr. Dalwai: Let children grow free of ideological impositions. The biggest threat to their future isn’t language — it’s screen addiction, shrinking playtime, and pressure-cooker schooling. Let’s have a Ministry for Children that focuses solely on their well-being — culturally, emotionally, cognitively. It’s time we had a child-first lens, not a politics-first lens.

Afrida: That was incredibly insightful. Thank you, Dr. Samir Dalwai, for joining us and sharing your expertise.

Dr. Dalwai: Thank you. Always a pleasure to speak for the children.