EDUCATION AND THE MINORITIES 91 one state arc likely to be in a position to ask for educational facilities in their own language. The minority language community, in case it is spread over several states, may not always succeed in procuiing educational facilities in their mother-tongues. In her educational facilities, India is bilingual or multilingual only in terms of the use of the majority language of the region and English. We have not so far encouraged the use of two languages from within India as mediums of instruction in the same institution except at the elementary level, though they may be introduced as subjects of instruction at the college level. The minority language is taught solely as a btidge to another language—the majority language of the region. The majority language is often the medium of instruction from the secondary level onwards. Most minority speakers in India are provided instruction in and through the medium of a ^weaker' language—the majbrity language of the region or English. A very large number of entrants to secondary education are taught through the medium of the majority language of the region. Siroilarly, the medium of instruction at the college level is either the majority language or English. The minority language speakers are thus exposed to a recurring handicap by being taught through the medium of one or two ^weaker' languages both at the secondary ahd college levels of education. A speaker ofGujarati, residing in Delhi, will have his secondary education through the medium of Hindi, and his college education through the medium of English. Having to work constantly in a ^weaker* language, the minority language speaker (ends to suffer from cumulative handicaps which are not of his own making. The condition of the tribal language speakers is probably the worst in this respect. These difficulties force a speaker to make choices in the process of his widening socio-economic awareness. Safeguards provided through governmental and legislative provisions have helped ease the situation at the level of elementary education. However, benefits accruing from secondary and higher education are not easily passed on to the speakers of the minority languages. It is only through intense motivation that the minority language speakers acquire excellence in the ^caker^ languages. The motivation can take both the instrumental* and ^integrativc' forms; in the case of the instrumental form, the learner works hard to acquire excellence in the majo* rky language of the region or in English, primarily with a view to acquiring a good job. In an integratively motivated situation, the learner is aiming to become a part of the majority language group; acceptability by the majority group is the greatest desire in such situations. In both forms of motivation, there is often an inherent danger of the learner feeling alienated from his own language group and a patronising yet distant approval by the majority group. In extreme cases, it can cause schizophrenic behaviour on the part of the learner. It must be stated that in a large number of cases it can Mso result in a happy balance