Mother Tongue-Based Education: Towards Inclusive and Effective Early Learning

Context: 

The Central Board of Secondary Education (CBSE) has released new policy guidelines mandating mother tongue-based instruction at the foundational and preparatory stages of schooling.

• This initiative aligns with the National Education Policy (NEP) 2020 and the National Curriculum Framework (NCF 2023).

• The goal is to promote multilingualism, strengthen conceptual understanding, and improve retention through early education in the child’s home language.

• Experts, however, caution against imposing the policy without consultation, calling for a dialogue-driven approach.

Evolution of Language Policy in Indian Education

Over the decades, multiple national committees and policies have highlighted the importance of education in the mother tongue, especially at the early stages.

Key milestones include:

• Kothari Commission (1964–66)

• National Policy on Education (1968)

• Yashpal Committee (1993)

• National Curriculum Framework (2005)

• National Education Policy (2020)

• National Curriculum Framework (2023)

Common thread:
All these documents have stressed the importance of mother tongue-based early education to improve conceptual clarity, emotional security, and learning outcomes.

Rationale for Mother Tongue-Based Instruction

1. Empirical Evidence:

• Research shows children taught in their mother tongue during early years show better comprehension, critical thinking, and higher retention.

• Teaching in an unfamiliar language can cause cognitive disconnect and hinder learning.

2. Cognitive and Emotional Benefits:

• Reduces language anxiety and improves classroom participation.

• Bridges the gap between home and school learning environments.

Implementation Challenges

1. Teacher Preparedness:

• Most teachers are trained only in Hindi or English.

• Lack of exposure to multilingual pedagogy and lesson planning for multiple languages.

2. Administrative and Logistical Issues:

• Absence of assessment frameworks for multilingual classrooms.

• Shortage of quality learning materials in many regional languages.

• Need for a culturally sensitive curriculum tailored to local contexts.

3. Societal Perception:

• English is seen as aspirational, associated with upward mobility.

• Parents and educators may perceive mother tongue instruction as regressive or misaligned with modern goals.

Concerns About Top-Down Policy Imposition

• The CBSE approach appears directive, lacking grassroots consultation.

• Teachers, particularly in urban English-medium schools, feel overburdened due to lack of systemic support.

• Schools with diverse linguistic populations face unique challenges in policy adoption.

• There is an urgent need for community engagement and localised planning.

Recommendations and the Way Forward

1. Dialogue Over Diktat:

• The policy must be implemented gradually through trust-building, not compulsion.

2. Support for Teachers:

• Provide a 2–3 year transition period for adaptation.

• Invest in teacher training, multilingual resources, and language mapping tools.

3. Curriculum and Assessment Reforms:

• Encourage the use of oral narratives, local knowledge systems, and region-specific content.

• Introduce flexible and inclusive assessment tools.

4. Build Holistic Support Systems:

• Offer pedagogical resources, foster community participation, and introduce systemic incentives.

• Collaboration between educators, parents, and policymakers is essential.

Conclusion

• India’s urban classrooms, especially in metros, reflect linguistic diversity with children speaking Marathi, Tamil, Bengali, and other regional languages.

• While mother tongue-based education supports the NEP 2020 vision, its success lies in context-sensitive, inclusive, and gradually implemented approaches.

• Schools must balance linguistic inclusion with aspirations, ensuring foundational learning is equitable, effective, and culturally relevant.