This paper studies the evolution of language in the education policies of post-independence India, and its impact on education, identity, and socio-political structures. This paper understands the dominance of the English language introduced during colonial rule in India and highlights the role of languages and their political and social dynamics in the process of construction of post-colonial society. While analysing education policies, this work first examines the educational implementation of the three-language formula. It outlines the identities emerging through multilingualism and mentions the contribution of education policies in the process of their construction. Also, studying the linguistic discourses inherent in the National Education Policy 2020, the paper attempted to present theoretical suggestions for implementation.