Multilingual Education and India

There is far too little research done on the impact of the choice of medium of instruction that is South Asia based. It is therefore worth noting a recent study done in Nepal on that issue. Data was collected from local government executives, head teachers, teachers and parents, Ministry officials etc. The study is affirming some of the things that the experts have been preaching (e.g. using the local languages increases engagement and learning), but also pointing at an important gap: There is a need for creating more clarity for teachers on how to use multiple languages in the classroom! A recent study was undertaken by UNICEF Nepal, CEHRD ( Center for Education and Human Resource Development ), UNESCO and the British Council in 2023. The full report  of this study called ‘Understanding the Impact of Languages and Language Policies on Children’s Learning Outcomes in Nepal’   was released by the British Council in December 2023. The study was aimed at understanding how languages used i

Producing materials in unofficial local languages can be quite challenging for a government. It is therefore worth noting that recently the education minister of India announced the release of 52 primers in non-scheduled languages. These primers can all be viewed online . We all know that producing materials is one thing, getting them distributed and used in the classrooms is another. But it is good that concrete steps are taken towards the need for encouraging the use of local languages in the classrooms, particularly in the early grades. Recently, the Union Education Minister of India, Dharmendra Pradhan launched and announced 52 textbooks/primers  in non-scheduled languages for early childhood care and education. The primers have been prepared by NCERT and Central Institute of Indian Languages, Mysuru.  By non-scheduled languages we mean languages that are not included in the Eighth Schedule of the Indian Constitution and therefore include smaller languages . The  primers are meant

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 always good when things move from talking to action : In Assam new textbooks have been developed and distributed for the early grades that are in line with the New Education Policy. It is good to note that they have been produced in several local languages. Still it would be interesting to learn why certain languages are included while others are  not. According to the ANI Report , the Education Minister of Assam last week officially dispatched vehicles with 87.6 lakh  textbooks in local languages of Assam. The languages included are Assamese, Bengali, Bodo, Manipuri, Garo, Hmar, and English for Classes 1 to 3. This initiative comes under the NIPUN Assam Mission for the Foundational Literacy and Numeracy (FLN) programme from the NEP or New Education Policy with special emphasis on teaching children in their mother tongue so as to promote Multilingual Education.  NIPUN is a flagship scheme under National Education Policy 2020 which seeks to achieve the foundational literacy and n

World Book Day gives us a nice excuse to promote the production of books in the local languages. Particularly since this year there was a special emphasis on indigenous languages! In line with the theme of the International Decade of Indigenous Languages (2022-32), f or this year, the United Nations Educational, Scientific and Cultural Organization (UNESCO) has chosen the theme  “Indigenous Languages”! According to their official statement , “Indigenous and local languages feature as part of the World Book Capital Network Charter, and the Charter recognizes a less rigid concept of ‘the book'; it also acknowledges all  forms of literature (including oral traditions).” The statement also mentions that, “ Of the almost 7,000 existing languages – many of which are fast disappearing – the majority are spoken by indigenous peoples who represent the greater part of the world's cultural diversity.” Therefore, they are stressing the importance of safeguarding these languages, the moth

It is always good when research affirms what we have already observed ourselves: it is beneficial for learners when multiple languages are used in the classroom, particularly if the teaching isn’t in the students’ home language. Macmillan Education India is a key stakeholder in the Indian education arena as they regularly produce resources in both print and digital form in addition to engaging in assessments and  teacher training. In February, they presented the results of a survey they did to understand the effects of multilingualism in the classroom. (See full report. ) Managing Director, Rajesh Pasari, writes in the foreword:  “ Through this study, we wanted to find out more about this linguistic phenomenon in relation to English classrooms. The study analysed the potential advantages and challenges of linguistic diversity which can impact the everyday lives of Indian learners in educational institutions. The report documents the multilingual reality and various teaching practices i