In a  major step towards conserving the  verbal heritage of Nagaland and strengthening the  perpetration of the National Education Policy( NEP) 2020, Nagaland University has launched a  design to develop written  alphabet for 18 recognised Naga languages. The action, accepted in collaboration with the Directorate of School Education, Government of Nagaland, marks the first methodical   trouble to  produce structured pedagogical  principles for  academy use.   

While Naga languages have been  tutored in  seminaries for decades, none have had  devoted written  principles to guide the  tutoring and  literacy process. The  design aims to fill this longstanding gap by  establishing essential grammatical  rudiments  similar as  corridor of speech, tense and aspect, expression and clause structures, and tone. Alongside  alphabet, the action will also enrich vocabulary and clarify orthography where necessary,  icing  thickness and chronicity in both writing and speech.   The  principles developed will be integrated into  academy handbooks from Class 5 to Class 12 under the supervision of the State Council of Educational Research and Training( SCERT) and the Nagaland Board of School Education( NBSE). schoolteacher training programmes, beginning with lesson courses hosted by Nagaland University, are also planned to support smooth classroom integration.  

 The action is being led by Dr. Mimi Kevichüsa Ezung, Associate Professor and Head of the Department of Tenyidie at Nagaland University. Tenyidie, the standardised form of the Angami language, is spoken by the Angami community as well as nine other  lines grouped under the Tenyimia philanthropy. Dr. Ezung described the  design as  pivotal in the ongoing process of standardisation of Naga languages, noting that vocabulary and  alphabet form the two pillars of any language. She emphasised that a written  alphabet represents the formal structure of a language, and that developing pedagogical  principles at this stage would help  make pride in  mama   speeches while conserving identity, culture and indigenous knowledge. 

  Reaffirming the university’s commitment to community development, Nagaland University Vice Chancellor Prof. Jagadish K Patnaik called the action a artistic  charge rather than just an academic exercise. He  stressed that it seeks to  guard and promote the  verbal heritage of the people while advancing the  pretensions of NEP 2020, which places emphasis on education in the  mama   lingo. Prof. Patnaik also  conceded the  donation of faculty, scholars, language experts and community elders, who have banded  to make the  design possible.  

 The  cooperative nature of the programme is one of its defining features. Language Literature Boards are playing a central  part in  opting  language  kinds to be standardised, coining new words, and overseeing the development of handbooks for Classes 9 to 12. The State Centre of Naga Languages( SCNL),  performing under the Directorate of School Education, is responsible for producing handbooks for Classes 1 to 8 and works  nearly with Literature Boards for  restatement, proofreading and  blessing. SCERT and NBSE will  also integrate the  recently developed  principles into the  sanctioned class. Specialized  shops at the Department of Tenyidie are equipping SCNL language officers with the necessary tools to document grammatical  orders in their  separate languages.  

 Stakeholders have ate  the action as a  pivotal step in strengthening the foundation of language education in Nagaland. Mr. Kaitunchap( Joshua) Newmai, a member of the Liangmai Literature Board, said that developing  alphabet handbooks would  guard artistic heritage while fostering pride in  mama   speeches. He expressed confidence that the action would  insure Naga languages continue to thrive for  unborn generations. Ms. Kevileno Angami, Commissioner and Secretary of the Department of School Education and SCERT, observed that the  alphabet  shops organised by Nagaland University had  handed  precious  perceptivity into the structures of Naga languages. She stressed that  tutoring  alphabet from early stages would give  scholars clarity,  help confusion, and  make a solid foundation for  farther  literacy.   The 18 languages included under this programme are Ao, Chang, Chokri, Khiamniungan, Konyak, Kuki, Kuzhale( Khezha), Liangmai, Lotha, Nthenyi( Southern Rengma), Nzonkhwe( Northern Rengma), Phom, Pochury, Sangtam, Sümi, Tenyidie( Angami), Yimkhiung, and Zeme. At present, only a  sprinkle of languages  similar as Tenyidie, Ao, Lotha and Sümi are  tutored beyond Class 8, with Tenyidie being offered up to M.A. and Ph.D.  situations. The  alphabet- jotting  design is anticipated to lay the foundation for expanding  further languages into advanced  situations of education.   

By formally  establishing the grammatical systems of the state’s different languages and bedding them in  academy classes, the action aims to strengthen both education and artistic preservation. It reflects a vision where original languages are given equal value alongside dominant languages,  icing that Nagaland’s  verbal diversity continues to flourish in classrooms and beyond.