Linguistic Patterns of the Bengali Language in the School Curriculum at the Higher Secondary Level in West Bengal: A Critical Analysis

This research paper examines how the Bengali language is taught and represented within the state's formal education system.West Bengal, being one of India's key states, has two main school-level education boards: the West Bengal Board of Secondary Education and the West Bengal Council of Higher Secondary Education.Bengali, the mother tongue of most students, is a prominent subject in the curriculum, especially at the higher secondary level.However, a critical review of the subject titled Bengali Language and Literature reveals a significant imbalance.While Bengali literature is heavily emphasized-from primary through secondary education-the linguistic components of the language receive little attention.The study identifies that essential elements of language learning, such as phonology, morphology, syntax, and semantics, are largely absent from the curriculum, particularly before the higher secondary level.Although the current curriculum at the higher secondary stage includes limited linguistic theory and some technical linguistic topics, their presence is minimal and insufficient for meaningful language acquisition.The spoken form of Bengali and its various dialects, which are crucial for developing comprehensive language skills, are also notably underrepresented in classroom instruction, where the focus remains almost entirely on the written form.This limited focus on linguistic structure results in an incomplete language education for students, who are not provided with the foundational tools necessary for mastering the language fully.The study argues for a more balanced and integrated approach, where both literature and the structural aspects of language are given equal importance.It recommends that instruction in grammar and linguistic theory be introduced from the primary level and sustained through to higher secondary education.By doing so, students would gain not only literary knowledge but also the linguistic competence necessary for effective communication and deeper understanding of their mother tongue.