Internationalisation is explicitly supported by a broader policy framework. Since a long time, there has been evidence of practically all higher education institutions seeking to internationalise their education system by adhering to English medium instructions and establishing policies for training academic staff accordingly, among other things.

Simultaneously, NEP seeks to educate in local/regional languages in order to improve teacher-student relationships and instil multilingualism in kids. However, with the paradigm shift induced by NEP, it remains to be observed to what degree teachers' perspectives and experiences are linked with such policies, as well as the consequences.

Regardless of one's feelings for and respect for vernacular languages, it must be acknowledged that English has almost become the universal language of higher education. Because of the study materials, learning tools, and learning processes available in English, it is unavoidable that the teaching-learning process be conducted in English. At the same time, regardless of their primary languages, English serves as a bridge for communication between students and teachers from various geographical areas and socio-cultural backgrounds.

A large number of foreign educational institutions require admission applicants to have a certificate of English as the medium of instruction in their degrees, as well as language proficiency certification through international testing systems such as TOEFL (Test of English as a Foreign Language), IELTS (International English language testing system), and others. Because English is used as the medium of teaching in the majority of educational institutions around the world, candidates to higher education in India must gain a reasonable command of the language.

Every educational institution must have a common communication platform to accommodate those from other areas who speak other languages, as well as provide their students with proper language skills so that they can be admitted to the courses of their choosing anywhere in the world. As a result, the Indian elementary, secondary, and higher education systems must provide their students with language skills that will enable them to achieve their goals. Vernacular languages are beneficial for improving teaching quality and increasing student learning levels, but they are useless if they cannot be transmitted.

NEP 2020 has said that the three-language formula should be used in the educational process, with a focus on the promotion of Indian languages, arts, and culture. It aims to promote multilingualism while removing language barriers by hiring local teachers or those who are fluent in the local language. In terms of learning resources, high-quality translation is available in all local and Indian languages, and it is widely available in both schools and public libraries.

It is recommended that the home language/mother tongue/local language/regional language be used as the medium of instruction until Grade 8 and beyond. The new strategy calls for the creation of high-quality bilingual textbooks and teaching-learning materials in science and mathematics so that students can think, write, and talk in both their native language and English.

One of the issues identified by the NEP is the teaching of local languages by Indian higher education institutions in socioeconomically challenged areas. The new policy, on the other hand, calls for a higher education system that includes large, multidisciplinary institutions and colleges, with at least one in or near each district, that offer a medium of instruction or programmes in local/Indian languages.

With India's demographic dividend, now is an excellent opportunity to foster future generations with strong English language skills so that they can become globally respected human resources and contribute to the advancement of humanity and civilization. There is no counter-argument to the well-intentioned mission of eliminating language barriers in order to develop student competencies that meet current and future needs, but the ongoing process of improving English language proficiency must not be placed on hold.

In internationalising the education system, the dichotomy between teaching in the local language and developing English language proficiency is likely to be a tightrope walk. Teachers who are bilingual, including the English language, are more likely to contribute to the internationalisation of higher education.