English occupies a unique place in Nagaland. It is not only the state’s official language but also the language of education, administration, higher learning and wider communication. In a multilingual society with numerous indigenous languages and dialects, English has served as a practical bridge that connects communities within the state and opens doors to opportunities beyond it. Nagaland was therefore fortunate to adopt English as its official language.
Yet an uncomfortable reality remains. Despite studying in English-medium schools from an early age, many students continue to struggle with grammar, composition, vocabulary and spoken English. That English is not our first language is a reality we readily acknowledge. But when nearly every child spends over a decade learning through English, persistent difficulties in grammar, writing and communication deserve careful reflection. Years of formal education should produce a level of proficiency that meets the demands of today’s world. When they do not, it is a matter of concern for the entire education system.
Today, language is more than a classroom subject. It is a tool for learning, employment, entrepreneurship and communication. University admissions, competitive examinations, professional careers and even digital platforms require the ability to read, write and speak English with confidence. Weak language skills can become a barrier to otherwise talented young people.
The solution does not lie in abandoning English or neglecting our mother tongues. Both deserve their rightful place. Indigenous languages preserve our identity, history and culture, while English equips us to engage with the wider world. The challenge is to strengthen proficiency without weakening cultural roots.
This requires a return to the fundamentals. Schools should place renewed emphasis on grammar, reading comprehension, composition and public speaking. Students should be encouraged to read widely, write regularly and converse confidently in English. Debates, literary clubs and language competitions should become integral parts of school life rather than occasional activities.
Teachers, too, deserve greater support. Regular orientation programmes, refresher courses and professional development in English teaching can significantly improve classroom instruction. Educational institutions and student organisations should work together to create a culture where good language skills are valued and actively cultivated.
Nagaland’s youth possess talent, creativity and ambition. They should not be held back by a challenge that can be overcome through sustained effort. Returning to the basics of English is not about abandoning who we are. It is about ensuring that our students are fully prepared to compete, communicate and succeed in an increasingly connected world.
