Multilingual Education and India

It was inspiring to listen to Dr Subir Shukla at the Lead India webinar recently. Subir challenged us that we tend to spend far too much energy and time on the 𝘦𝘹𝘵𝘳𝘪𝘯𝘴𝘪𝘤 dimensions of  multilingual education: developing textbooks, solving orthography issues, creating certificates, etc. We should spend more energy on the 𝘪𝘯𝘵𝘳𝘪𝘯𝘴𝘪𝘤 dimensions: using the languages of the children to connect with the children, to draw them out, to let them engage. That makes more difference in the learning results than getting the curriculum in the "right" languages. If that is the case, we might need to change the narrative around what MLE is about . Let us explore what Subhir had to say! At the September 2025 LEAD Community of Practice meeting, Dr. Subir Shukla challenged a persistent misconception about Multilingual Education (MLE): that MLE is seen as a project but should be more than a project or program — a part of the education system as a whole. While acknowledging the t...

It's always good to see that around World Literacy Day extra articles are coming out to promote the value of literacy, and occasionally people will mention the value of the local languages. We have made a selection of some of the relevant ones related to the production of books.  On the 8th of September, International Literacy Day is observed across countries. But what special meaning could literacy hold for multilingual education in India? We will focus on a few efforts that show true literacy is not just about statistics, but about ensuring people can read, learn, and think in their own mother tongues. The creation of books and learning resources in local languages plays a vital role in this process, helping bridge the gap between literacy and inclusion. Let us look at three recent stories that highlight how such initiatives are strengthening multilingual education. Finally, we will take a quick glance at a few highlights of International Literacy Day from India and UNESCO. 1. ...

We usually talk about strategies and policies, but Aparna Dixit and Dhir Jhingran go deeper in their article on multilingual pedagogies in the latest NORRAG Special Issue on MLE. They state that teachers' opinions, values and attitudes play a critical role in making multilingual education work. I particularly like the concept of "reculturing": “ … a vital cultural transformation that supports teachers in adopting newer practices while they simultaneously question and realign their beliefs."  Two recent articles in NORRAG Special Issue 11 focus on multilingual education (MLE) in India, offering insights grounded in both field-level practice and national policy experience. Together, they reflect the complex linguistic realities and evolving strategies of implementing MLE in the Indian context. ( NORRAG is the Global Education Centre of the Geneva Graduate Institute and a global network  of education and training) In the article ‘Navigating Multilingual Pedagogies in ...

The international mother language day usually triggers the publishing of multiple articles on language. This year there were also several relevant publications related to multilingual education . We picked 5 for you that might be of particular interest. The following articles highlight recent developments, offering valuable insights into multilingual education's role in enhancing student learning, cultural identity, and social inclusion. By examining these articles, we can understand the impact of these changes and how they align with the goals of UNESCO’s multilingual education guidelines. The combination of policy developments, local movements, and scholarly perspectives makes this an important time for MLE advocates to continue pushing for greater linguistic inclusivity in education systems. 1. UNESCO's Global Guidance on Multilingual Education: A Valuable Resource A new UNESCO publication on multilingual education came out on International Mother Language day "Languag...