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
modelsetter. The other agencies are to take over the universal
implementation of the innovations. This has not taken place to the desired
In the coming years, the Institute plans to consolidate the earlier
work and expand the work m the ares of translation, computer applications
and production of audio visual materials. It w.shes to strike new grounds
in language evaluation and storage and dissemination of language
information. The Institute will move into a new 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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