Dr. Shadab Ahmed
When Union Home Minister Shri Amit Shah recently declared that in India, English speakers would “feel ashamed,” he opened a proverbial can of worms that threatens to ignite various political and linguistic social spectrums of India. At the outset, there appears to be no cultural divergence in the statement issued, yet it seems conceptually necessary to re-examine our cultural identity. What else would explain the instinctive, knee-jerk criticism and deliberate outrage in response to this peripheral political opinion? Whether this statement is electorally motivated or an expression of determined nationalism is for readers to discern and discriminate this vernacular insolence.
India’s pre-colonial and colonial history with the small island of Britain in the Atlantic Ocean runs deep—shaping much of its post-Sultanate language, culture, and identity. When Britain ruled India, they introduced an education system based on English, which was adopted, learned, and practiced by the Maharajas, Ranas, Thakurs, Nawabs, Sultans, and Sarkari babus of the transition period, as India moved from the megalomaniacal Sultanate to the egocentric Mughal Empire. British policies, evolved and developed through both the East India Company and the British Raj, made English a key linking tool for administration, merchandising, and elite education. English was not only the Anglophonic language of the white masters but also the language of power and prestige. After India attained her independence, English remained, by popular consensus, the dominant language of education—an adopted relic of the colonial legacy.
For a substantial portion of the Indian populace, a highly effective knowledge of verbal and textual English is not only an intellectual refinement through access to the world’s most prominent literature but also a sign of success and linguistic bilingualism. English stands as the most prominent language globally, with the latest human innovations and technological advancements imbibing its lingo, terminologies, syntax, and idioms. Yet, this gratifying pride often conceals a complex, anamnestic story. Today, the same Anglophonism that makes Indians a sought-after continental race in all spheres of immigration and appointments across diverse industries sparks an abominable debate about cultural loss and inequality. Is the Hindustani Indian alienated from Hindustan by embracing the international trend of Anglophonism, even as English continues to shape the country’s social, global, and professional landscape?
The rise of the Anglophonic identity in India is rooted in modernism and ambition. English has emerged as the language of innovation, research, business, expatriates, and the diaspora. While Indians working abroad or leading multinational firms often become symbols of national pride, on nationalistic lines, this is seen and portrayed as cultural hijacking and imperialism. Critics of the English language often argue for the preservation of India’s cultural and ethnic identity, fearing that over-reliance on English might endanger native languages and fragment her diverse culture. Politicians with nationalistic perspectives advocate for the prioritization of native languages to ensure cultural sovereignty. This parallel and dual narrative in the use of vernacular English—between being a modernized paragon and evolving as a cultural appropriator—harbors complex feelings of pride and shame associated with Anglophonism.
As India embraces a Westernized global outlook across a rising multinational and digitalized society, English has become more than a language for India’s younger generation; it is their social identity. Startups, employers, social media, and MNCs all prioritize English vernacular skills. India needs balanced policies for cultural preservation. India’s socio-ethnic identity is rich enough to embrace both her native roots and her global aspirations. The story of the abashed Anglophonic Indian reflects a tension between progress and tradition. Once celebrated as messengers of modern success, many are now made to feel ashamed of their language choices. English should be an inclusive element of a quality multilingual education, with a focus on regional and native languages. Policymakers can invest in indigenous training and programs that are employment-oriented in local sectors. Knowledge of both local and international dialects should serve as a tool for nation-building and inclusion, not disparaged exclusion.
(Dr. Shadab Ahmed is an Oral & Maxillofacial Surgeon, acclaimed columnist, and author, renowned for his insightful writings on Indian history, geopolitics, and ethnic culture.)
