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@article{190474,
        author = {Dr. Ajey Kumar S},
        title = {Multilingualism in Policy and Practice: A Critical Study of NEP 2020 and UGC Language Initiatives},
        journal = {International Journal of Innovative Research in Technology},
        year = {2026},
        volume = {12},
        number = {8},
        pages = {4206-4208},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=190474},
        abstract = {India’s linguistic diversity presents both opportunities and challenges for educational policy and practice. The National Education Policy (NEP) 2020 redefines language education by positioning multilingualism as a pedagogical resource, a cognitive advantage, and a medium of cultural continuity (Government of India, 2020). Complementing this policy vision, the University Grants Commission (UGC) has introduced initiatives such as Learn One More Bharatiya Bhasha and the establishment of Bharatiya Bhasha Clubs in higher education institutions (HEIs) to operationalise multilingual learning (University Grants Commission [UGC], 2025). This paper undertakes a qualitative policy analysis of NEP 2020’s language-related provisions and examines the extent to which recent UGC guidelines translate policy intent into institutional practice. The study critically evaluates the coherence between vision and implementation, identifying challenges related to faculty preparedness, curricular standardisation, institutional capacity, and equity. It argues that while NEP 2020 provides a conceptually robust framework for multilingual and culturally grounded education, its effectiveness depends on sustained institutional commitment and academic rigour rather than symbolic adoption.},
        keywords = {NEP 2020, multilingualism, language policy, Bharatiya Bhasha, higher education, UGC},
        month = {January},
        }