Multilingual Education and India

Good to see that the Rajasthan government is taking concrete steps to bring the local languages into the classroom. It is particularly encouraging to note that this initiative is not only focusing on the language, but also including the culture and folklore. Still, the initiative is not fully in line with the National Education Policy and the common pedagogical consensus that the local language should be the language of instruction as the medium of instruction will remain Hindi. Nevertheless it is clearly a step in the right direction! According to news reports, the Rajasthan State Council of Educational Research and Training (RSCERT) has identified 18 dialects that will be integrated into classroom teaching for classes I to V in state schools in the 2024-25 academic year. The main aim is to reduce the gap between the home and school environments for students.( Education Times / Times of India ) Before this initiative a language mapping survey by RSCERT showed that 20% of teachers wer

Always good to see classroom level research done in India, particularly when it focuses on the language issue. The focus of this research is on the influence of multilingualism on reading performance. It is a small study but good to note that it shows how  teaching in a familiar language has positive effects, and also that children who do not speak the majority language need extra support. TESOL Quarterly (Wiley online library) recently published a research  article titled the “Effects of Mother Tongue Education and Multilingualism on Reading Skills in the Regional Language and English in India.” The research  examined how mother tongue education and multilingualism  influences the reading skills and reading comprehension of 1272 Indian primary school children from low income homes. The study took place across three sites in India, namely Delhi, Hyderabad, and Patna. The main aim of the study was to assess if there was a relation between mother tongue education/multilingualism, and li

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 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