Glocal Languages and Coloniality in Indian Higher Education System

Abstract

Education and language are inextricably linked because language serves as a medium for the transmission of values, skills, and knowledge. To further their ideological, political, and economic objectives, educational planners employ language to the fullest extent possible. In order to advance colonisation, which is a global colonial policy, Lord Thomas Macaulay was chosen by the British colonial authorities to lay the groundwork for education in India. In outlining a language and educational policy that emphasises the hegemony of the colonial ideology, language, and culture, Macaulay was very direct. In Macaulay's words, hegemony does not take into account justice, human rights, or the future of other languages or cultures. Both a means and an end in themselves, it. The cornerstone of developing research and giving nations their best and most necessary cadre for success and competition in a world that is changing quickly is higher education. Some national languages, mostly colonial ones, are increasingly and alarmingly taking over as the primary means of instruction and/or communication among their native speakers. Without a doubt, that represents a significant loss in terms of heritage, identity, and culture as well as communication. The long-term effects of depriving a highly established international language of its role as the primary medium of instruction in higher education among its native speakers, as is the case with Arabic, which has tens of millions of speakers throughout the world and a very rich linguistic and scientific heritage over the centuries, could be disastrous. Hence, the author has conducted this study to overview the Glocal language coloniality in Indian Higher Education system.