Multilingual Education and India

Jharkhand is a state full of tribal communities and therefore has a rich palette of languages. The state government is implementing the National Curriculum Framework  and has launched the PALASH Multilingual Education Program which aims at enhancing learning outcomes in all subjects by integrating children's first languages in primary education.  Good to note that they are consulting with Language Learning Foundation, UNICEF and other agencies. It will be interesting to watch where it will land in the spectrum between the "pedagogically ideal" and the "political feasible" when it comes to implementation.  The PALASH Multilingual Education Program launched by Jharkhand aims to improve access to education for tribal children by integrating mother tongue-based multilingual education (MTB-MLE). Tribal children often face educational challenges due to the gap between their home language and Hindi, the medium of instruction in most schools. The PALASH program address

In my report on the Multilingual Education Conference in Bangkok in 2019, I mentioned a presentation from Anjela Taneja from Oxfam. I was very glad to note that Anjela has now taken the time to turn her findings into a paper so that we can all benefit from it. Upasana Lepcha has written below a helpful summary of the paper. Oxfam India has released a comprehensive paper on Multilingual Education (MLE) The Right to Mother Tongue-Based Education in Tribal India: A Comparative Perspective by Anjela Taneja. The paper  examines already existing Mother-Tongue-Based-Multilingual Education (MTB-MLE) programmes in India for tribal populations. It brings to light the gaps and challenges facing MTB-MLE and makes recommendations on how to overcome them. The first part of the paper addresses the severe underuse of the mother tongue as a medium of instruction in India and how this is especially crippling for the tribal children. Although tribals  constitute 8.6 percent of the total population (20

The National Education Policy (NEP) completed two years last month. This is a good reason to ask what the NEP 2020 has meant for multilingual education in India. There has been significant talk about introducing or strengthening  Multilingual Education in various state-level primary schools, but has there been action? The NEP 2020  has brought multilingual education higher on the agenda in India.  As an indicator, I did a quick research in Google and compared the Google hits in the  two years after NEP(2020-22) and two years prior(2018-20). I got 6500 hits since June 2020 when I searched for "Multilingual education" in India, while the two years before that had less than half of that.  The extra attention has caused a wider group of people to be thinking of the issues related to multilingual education. The home minister, for example, recently stated that, when we do not use Indian languages to teach, we are not able to utilise the full potential of the country. He also stress

When I read the news that “Tribal children in Jharkhand get lessons in their own language”, I checked back with my friend Binay Pattanayak (Senior Education Consultant at the World Bank). I was pleased to note that he confirmed that there are indeed things moving there! There has been a push for tribal schools in Jharkhand to use the local languages since 2015. The development of textbooks in 5 tribal languages (Santhali, Mundari, Ho, Kuruh and Kharia) and 2 regional languages (Bangla and Odia) that were published back in 2016 was a step in that direction. In accordance with the NEP, Jharkhand education department now says that children are to be instructed in their mother tongue till the 3rd standard. 

Last month textbooks in 5 tribal languages and 2 regional languages were released by the government of Jharkhand.   Last month textbooks in 5 tribal languages and 2 regional languages were released by the government of Jharkhand. They have been distributed to around 1,000 schools in 8 districts for initiating the Mother-Tongue-Based Multilingual Educati

Textbooks in Jharkhand Earlier this week the governor of Jharkhand pleaded that Santhali children should be educated in their mother tongue. It looks like this is indeed going to happen and not only for Santhali, but also Mundari, Ho, Kudukh and Kharia children . The Telegraph reports this week: Ethnic kids of Classes I & II to open new page next year . Binay Pattanayak and his team at the Unicef Jharkhand office has been working closely with the Jharkhand Council for Education, Research and Training (JCERT) to prepare textbooks for langauge and maths for class 1 and 2 in five tribal langauges. The plan is that they will be introduced from the next academic session onwards.

  State Vision Conclave in Ranchi promotes MLE According to the ASER -2014 report only 1/3 of the grade V children in Jharkhand can comprehend a grade V text. The State Vision Conclave points at language as being a cause for this problem.   On 29 January 2015 the Jharkhand governmen

Dear multilingual Education friends, Earlier this month we read about the results of the Sociolinguistic Research that UNICEF facilitated in Jharkhand. Alongside this also dictionaries were developed in the following languages: Santhali, Mundari, Ho, PanchPargania, Nagpuri, Khortha, Kharia, Kurukh and Kurmali. The dictionaries were developed via Mother Tongue Based Active Language Learning (M-TALL) along with Tribal Welfare Research Institute. The Times of India Reports on it here . A quote: Speaking on the occasion Mridula Sinha, principal secretary, Department of Social Welfare, Women & Child Development said: "I strongly believe that children's language skills need to be strengthened and it is our priority and for achieving this goal these dictionaries are launched which will be available at all anganwadi centres and schools to impart education to children. In this respect,

Dear Multilingual Education friends, At least five newspapers reported on the findings of a recent UNICEF sociolinguistic survey in Jharkhand. The study revealed quite interesting findings with regards to the gap between home language and school language. A few quotes: The research was carried out in 72 blocks across the 24 districts of the state, covering 216 villages. During the survey, researchers interacted with schoolchildren, their parents, teachers and village leaders. Over 3,000 kids were profiled during the survey. It was found that mother tongue of over 96 per cent of rural population, including school kids, was tribal or regional languages. While 33 per cent of the children interviewed spoke Santhali at home, 17.5 per cent spoke Khortha, 9.5 per cent Kurukh, 8.2 per cent Nagpuri, 7.6 per cent used Mundari, 6.7 per cent Sadri and 5.

Dear Multilingual Education friends, M TALL ( Mother Tongue B ase Active Language Learning ), an inter-university forum in Jharkhand, is doing very interesting activities such as socio-linguistic survey (findings being re leased within a couple of weeks), children’s bilingual picture dictionaries on 60 child-friendly themes printed in 9 tribal and regional languages, Bhasha Puliya (school language readiness package for pre-school centres)- to be piloted in 10% Anganwadis, School readiness package developed for primary level M TALL involves all major language group experts, related NGOs, media, 5 governme