The Central Institute of Indian Languages has reached 25 years of age and it is a time
for reflection about its origin, development, achievements and shortfalls.
The study of Indian language with the objective of preparing them for the new roles
of national reconstruction and development was the concern of many from the
independence of the country. The major responsibility to support such a study was to be
taken up by the State. The Kher Commission of the Government of India recommended
the establishment of three Central Institutes for this purpose. The Official Language
Resolution of 1968 made the Central Government also responsible for the development of
all Indian languages in addition to Hindi. These and other developments led to the
establishment of Central Institute of Indian Languages (CIIL) in Mysore on July 17, 1969.
The primary objective of the Institute is the development of Indian languages ensuring
coordination between the various developmental activities at the governmental and non
governmental levels and also by orienting linguistic research for the development of Indian
languages. The Institute is also to contribute towards the maintenance of multilingualism
of the country through language teaching, and translation and to strengthen the common
bond between the Indian languages.
The work of the Institute consists of research, training and production of teaching
materials. The results of these activities can be seen in its more than 300 publications and
6879 teachers trained in its Regional Language Centres. The Institute has been able to make
an impact in language teaching in schools making it skill based and function oriented. It
has brought audio visual and computed technology to aid the teaching of Indian languages.
It has helped many tribal languages to be codified, described and used in education. Its
research and training programmes in social, physiological and folkloristic aspects of
language and culture have introduced new dimensions to research on Indian languages.
The International Institutes organised by the Institute in sociolinguistics, semiotics,
phonetics and other areas have helped the development of human resource in these areas.
The major problem of the Institute is that it cannot meet all language needs of the
whole country. It has to play the role of a catalyst and model setter. The other agencies are
to take over the universal implementation of the innovations. This has not taken place to
the desired extent.
In the coming years, the Institute plans to consolidate the earlier work and expand
the work in the areas of translation, computer applications and production of audio visual
materials. It wishes to strike new grounds in language evaluation and storage and
dissemination of language information. The Institute will move into anew Campus to carry
on the work with new vigour and vision.
One part of the Silver Jubilee Celebration is the publication of 25 special volumes.
The present book is one of these volumes.
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