Landscaping Study on Multilingual Education in India
The NCMLEI #6 webinar presented by Akhila Pydah & Dr. Shailaja Menon showcased insights from a nationwide landscaping study on Multilingual Education (MLE) by Tata Trusts between February and April 2025. This study drew from expert consultations, organisational interviews, field visits across four states, and extensive desk research, the study provided a systematic mapping of MLE efforts across India.
Key Findings
Finding 1: Lack of a unified understanding of MLE-India lacks a clear, shared understanding of multilingual education (MLE). Literature defines it as using two or more languages as the medium of instruction to promote multilingualism and multiliteracy, but practices vary widely. Some programs are mother-tongue only, others treat it only as a subject, some transition early to another language, and some use two languages together—yet all identify as MLE.
Finding 2: Predominance of early-exit models- Most programs follow early-exit transitional models, shifting to the regional language by Grade 2 or 3. Few extend beyond Grade 4, despite global recommendations of mother-tongue instruction until Grade 5–8. These early exits reflect mandates and systemic pressures, resulting in modest aims focused on basic comprehension rather than larger goals like identity, knowledge, or pluralism.
Finding 3: MLE equated with tribal language education- MLE is often viewed mainly as tribal language education, concentrated in central India. While vital for endangered languages, this leaves other groups—border, displaced, coastal, or urban multilingual classrooms—largely unaddressed.
Finding 4: Limited strategies for mixed-language classrooms- Most MLE programs work in homogenous language contexts. There is little experience with mixed-language classrooms, now common in urban areas. Efforts remain minimal, offering only token acknowledgment of children’s languages without deeper multilingual strategies.
Finding 5: Weak integration with FLN- MLE often operates separately from Foundational Literacy and Numeracy (FLN). Many share the same gaps—weak oral development, comprehension, and writing. While MLE is stronger for using children’s languages and contextual materials, systematic planning for sustained language and literacy is still lacking.
Finding 6: Gap in pre-primary- Most MLE begins in Grade 1, overlooking pre-primary years. This creates a mismatch since children often enter school after ECCE exposure to the regional language. Odisha’s early childhood MLE program is a rare exception.
Finding 7: Lack of professional development- Teacher training for MLE is weak. Pre-service courses rarely cover it, and existing short-term training is inadequate. More sustained programs—from awareness to deep pedagogy—are urgently needed.
Finding 8: Limited cultural integration- Cultural elements in MLE curricula are often superficial, like local images or displays. Richer approaches—community visits, classroom participation by elders, and activities rooted in lived practices—are rare. As a result, culture remains peripheral rather than integral to learning.
Recommendations
The study recommended broadening the scope of MLE by continuing to focus on minority and tribal languages, while also piloting programs in underrepresented contexts such as displaced and coastal communities, children of migratory laborers, and regional minority groups. Strengthening MLE in the early years was seen as critical, with a call to systematically integrate mother tongue–based approaches into early childhood care and education (ECCE) settings like Anganwadis, rather than waiting until Grade 1. Participants also highlighted the need for more research and evidence in priority areas, including longitudinal studies of student outcomes, bilingual assessment tools, and practical strategies for mixed-language classrooms and translanguaging practices.
In addition, the study emphasized building teacher capacity through both in-service and pre-service training, ensuring that MLE is not treated separately from foundational literacy and numeracy (FLN). Teacher recruitment and support policies should also take into account the importance of language match between teachers and students, while encouraging teachers to acquire basic knowledge of children’s languages. Expanding access to high-quality children’s literature and learning materials in non-dominant languages was seen as essential, given that market forces alone are unlikely to sustain such efforts. Finally, the study called for stronger partnerships among state governments, NGOs, donors, and academic institutions to strengthen advocacy, build sustainable programs, and generate the evidence needed for long-term policy and funding support.
In Summary
The Tata Trust’s study represents one of the most comprehensive mappings of multilingual education in India to date, integrating insights from policy, practice, research, and field realities. Its findings underline the urgent need to move beyond early exit transitional models, to invest in teacher development and locally grounded resources, and to expand the scope of MLE to include all multilingual contexts. The study also points to the importance of building a stronger evidence base to guide policy and practice. If acted upon, these recommendations could shift MLE from being a “niche tribal-language project” to a mainstream educational strategy, one that reflects India’s rich linguistic diversity and ensures equitable learning for all children.
Regards,
Karsten, in collaboration with Upasana Lepcha
Resources:
Photo: Screenshots taken from https://www.youtube.com/live/-_9RGs3py78