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Who Really Speaks English in India? A State-Wise and Social Breakdown

Who Really Speaks English in India? A State-Wise and Social Breakdown

English is often seen as a common link language in India, but in reality, who speaks English and where they speak it varies widely across regions, cities, and social groups. While English has a strong presence in education, government, and professional spaces, it is not equally spoken or understood by everyone. In India, English is more commonly used in urban areas, among the educated population, and in states with stronger access to higher education and services.

I am writing about this topic because English in India is closely tied to opportunity, mobility, and access. It influences education choices, job prospects, and even social confidence. Understanding who speaks English, and where, helps us move beyond assumptions and see the real linguistic landscape of India. It also opens up conversations about inequality, education policy, and language inclusion in a multilingual society.

How Widespread Is English in India

English is not the most spoken language in India, but it plays a powerful role. Only a small percentage of Indians speak English fluently, while a larger group understands or uses it as a second or third language. For many, English is learned primarily through schooling rather than at home.

Its use is often functional, limited to classrooms, offices, exams, or official communication.

Urban vs Rural English Usage

English is far more common in cities than in villages. Urban areas offer greater exposure through:

  • English-medium schools
  • Colleges and universities
  • Corporate offices
  • Media, internet, and social platforms

In rural India, English exposure is limited, and local languages dominate daily communication. Even when English is taught in schools, practical usage remains low due to lack of environment and resources.

Which States Speak More English

English proficiency varies widely across states. Southern states such as Kerala, Tamil Nadu, Karnataka, and Telangana generally show higher English usage due to stronger education systems and historical emphasis on English education. Maharashtra, Delhi, and West Bengal also have relatively high English-speaking populations in urban centres.

In contrast, many northern and eastern states show lower everyday use of English, especially outside cities.

Role of Education and Schooling

Education is the strongest factor influencing English usage in India. Students from English-medium or private schools are more likely to speak English confidently. Government schools often teach English as a subject, but limited practice reduces fluency.

Higher education, especially in science, technology, medicine, and management, further pushes English usage.

English and Social Class

English in India is closely linked to class and privilege. It is often seen as a marker of education, confidence, and social status. This creates a divide where English speakers may have better access to jobs and opportunities, while non-English speakers feel excluded, despite being skilled or knowledgeable.

This gap is social, not intellectual.

English in Workplaces and Media

Most formal workplaces in India use English, especially in:

  • Corporate offices
  • IT and tech sectors
  • Higher judiciary and administration
  • Higher education and research

English also dominates digital media, online content, and competitive exams, reinforcing its importance for upward mobility.

Is English Replacing Indian Languages

English has not replaced Indian languages in daily life. Most Indians continue to speak their mother tongue at home and in social spaces. Instead, English exists alongside Indian languages, often used selectively for education and work.

India remains deeply multilingual, with English acting more as a bridge than a replacement.

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Maharashtra College Teachers Seek Higher Retirement Age, Urge UGC to Act

Maharashtra College Teachers Seek Higher Retirement Age, Urge UGC to Act

Teachers from colleges across Maharashtra have urged the University Grants Commission to raise the retirement age for teaching faculty from the current 60 years to 65 years. The demand has been made by teachers’ associations who argue that experienced educators are being forced to retire too early, even as colleges continue to face staff shortages. They believe extending the retirement age will help retain academic expertise and improve teaching quality in higher education institutions.

I am writing about this issue because it affects not just teachers, but also students and the overall higher education system. At a time when universities are struggling with vacant posts and delayed recruitments, losing senior faculty creates gaps in teaching, research, and mentorship. The demand also raises a larger question about how India values experience in academia and whether policy needs to evolve with changing life expectancy and professional capability.

What Maharashtra Teachers Are Demanding

Teachers’ bodies have formally requested UGC to revise the retirement age for college and university teachers to 65 years, bringing it in line with several central institutions. They argue that many educators remain academically active and physically fit well beyond 60.

According to them, forcing retirement at 60 leads to a loss of institutional memory and teaching continuity.

Why Teachers Want the Age Limit Raised

Teachers say the demand is based on practical realities. Many colleges face:

  • Acute shortage of qualified faculty
  • Delays in permanent recruitment
  • Heavy teaching loads on existing staff

Extending the retirement age would offer immediate relief without additional recruitment costs.

Comparison with Central Institutions

In several central universities and institutions, teachers are allowed to work up to 65 years, and in some cases even longer through re-employment. Maharashtra teachers feel this creates inequality between state and central institutions.

They believe a uniform retirement policy across the country would be fairer and more effective.

Impact on Students and Academic Quality

Senior teachers often play a key role in mentoring young faculty, guiding research scholars, and maintaining academic standards. Their early retirement disrupts this balance and places extra pressure on junior staff.

Students, especially at postgraduate and research levels, are among the biggest losers.

Concerns About Youth Employment

Some critics argue that extending retirement age could limit opportunities for younger aspirants. Teachers’ associations counter this by saying vacant posts already exist and recruitment processes are slow, so extending service will not block new jobs.

They stress that experience and new talent should coexist.

What UGC’s Role Will Be

UGC has the authority to frame regulations related to service conditions in higher education. Any change in retirement age would require policy review and coordination with state governments.

Teachers are hopeful that the commission will consider the request seriously.

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