Multilingual Education and India

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

We often hear that multilingual education sounds good in theory but is hard in practice. The Citizens Foundation came up with a concept that can help in the design of a good program: The Language Ladder approach. As this approach places comprehension at the centre of learning, it is worth  taking note of. The beautiful materials help to get the message across. It was nice to even see a graphic of the  drawing colleague Dennis Malone made of pupils falling off the bridge that is supposed to bridge the gap between home and school. The concept of ‘Language Ladders’ was researched for six years before the report was written: ‘Language ladders’ show promise for introducing multilingual instruction in classrooms . Just like in India, the researched country has policies advocating for the use of the home language in education; however, the practical implementation of these policies is lacking. Students are unable to ‘comprehend’ the lessons taught in an unfamiliar language and end up dropping

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