Language I: Hindi, Urdu, Bangla, Maithili or Sanskrit
Language I is a 30-mark section of Paper I; you attempt one language - Hindi, Urdu, Bangla, Maithili or Sanskrit. The questions mix comprehension, grammar or literature, and language pedagogy, so content knowledge and primary literacy teaching both matter.
Core content
- Hindi: संधि (स्वर, व्यंजन, विसर्ग), समास (तत्पुरुष, कर्मधारय, द्विगु, द्वंद्व, बहुव्रीहि, अव्ययीभाव), उपसर्ग–प्रत्यय, अलंकार (अनुप्रास, उपमा, रूपक, यमक), मुहावरे and वाक्य शुद्धि.
- Urdu: ishtiqaq, muhaware and correct sentence usage. Bangla: সন্ধি, সমাস, কারক and idiom. Maithili: सन्धि, समास and शब्द-भेद. Sanskrit: sandhi, samāsa, kāraka, pratyaya and vibhakti.
Pedagogy
LSRW is the listening–speaking–reading–writing sequence. NCF 2005 treats multilingualism as a resource: the child's home language supports concept formation and should not be banned. Phonics helps early decoding; whole-language approaches build meaning. Diagnose errors before remedial teaching, and use comprehension questions that require inference, not only word-matching.
Worked example
राम + आगमन = रामागमन. Reasoning: राम ends in अ and आगमन begins with आ; अ + आ = आ, a दीर्घ स्वर संधि, so the vowels merge into one long आ. Writing रामआगमन or treating it as a समास misreads the sound junction.
Traps
Do not confuse संधि (sound junction) with समास (compound meaning). Identify अलंकार from the device, not the sentiment. The language sequence is LSRW, not reading-first. In comprehension, literal matching often misses the inferential answer.