Multilingual Education and India

Odisha has for years been on the forefront of the multilingual education efforts in India. It is good to note that the government has decided to expand the program. According to this latest news report, the government of Odisha has announced that they will add 200 more teaching posts of Multilingual Education (MLE) in addition to the 200 posts already existing.. They will predominantly focus on working in districts with students from tribal and minority communities.  The government has also increased the number of languages under the promotion of  multilingual education from 10 to 16. The new languages to be included are Ho, Desia, Gadaba, Mundari, Sadri and Bhuyan.  ‘The expansion aligns with the state’s vision to preserve and revive tribal languages, fostering cultural heritage and inclusivity ,’  said secretary-cum-commissioner of the department Roopa Roshan Sahoo.( The Indian Express ) Currently  in Odisha, under the multilingual education programme, children are being introduced

It is at the state level that the National Curriculum Framework really needs to be reshaped. Last month, the government of Maharashtra published  their draft State Curriculum Framework for the foundational stages of education. It is good to see the emphasis on using the mother tongue in the first years of education, but as the document seems to be mainly a copy and paste from the National Curriculum Framework, it needs to be seen how much this framework is really owned by the politicians and implementers. The state Government of Maharashtra introduced, just last month, a new curriculum framework for the foundational stage of education. This State Curriculum Framework (SCF) places emphasis on the use of a child’s mother tongue as the primary medium of instruction in the early years or foundational stages (age 3‒8). The curriculum states that it aims for students to be able to read and write by class 3. According to the Hindustan Times article : “The framework—State Curriculum Framewo

It was quite energising to participate last week in the Asia-Pacific MLE conference in Bangkok. Having so many educationalists come together to learn about how multilingual education is implemented in different settings was inspiring. There were several presenters from India, but  the presentations from other countries were also quite relevant for the Indian context. The 7th International Conference on Language and Education was hosted by UNESCO in Bangkok from 4 to 6 October, 2023. The conference had 475 participants from civil society, academic institutions, and governments. High-level policymakers from over twenty governments in Asia and the Pacific also attended. The Indian government was represented by Ms. Archana Sharma Awasthi, Joint Secretary in the Department of School Education and Literacy, MHRD. India was quite prominently represented at  the conference. Prof. Tsimpli Ianthi shared on the first day about her research on the value of using multiple languages and experiments

    The new National Curriculum Framework 2023 that came out this week has a strong focus on multilingualism. It wants to ensure that, by age 15, students achieve academic proficiency in at least three languages. Multilingualism is seen as a way to enrich the classroom environment and broaden the thinking of the children. Good! Of course I was particularly interested to see how it deals with the local language. As this new framework came out this week, Upasana and I had a look at what it says about the use of the local language in the classroom. The National Curriculum Framework 2023 (NCF 2023) was released on the 23rd of August 2023. It has been building on the NCF for Foundations Stages that came out last year. (See our blogpost on the NCF for Foundations Stages from November 2022.) According to the address of K. Kasturirangan, the chairman of the National Steering Committee for National Curriculum Frameworks, this document is the first integrated Curriculum Framework for childre