Keywords
School
Teacher
Mother Language
Implementation
Need
Challenges
Categories
How to Cite
Abstract
India’s unique multilingual landscape is highlighted by the 2011 census, which reports approximately 19,569 languages as mother tongues. The National Education Policy (NEP) 2020 represents a significant shift towards using Indian languages as mediums of instruction up to the elementary level and beyond, aiming to foster inclusivity, equity, and quality education. However, implementing this policy poses several challenges. This study investigates these challenges and the needs associated with using mother tongues as mediums of instruction. Delhi’s classrooms, which exemplify India’s cultural and linguistic diversity, serve as the study area. Eighty teachers from 20 schools, teaching English, Hindi, and other languages at the Elementary level, were selected using purposive sampling. Data was collected via a questionnaire with both open and closed-ended questions and analyzed both qualitatively and quantitatively with thematic analysis. The findings reveal issues such as a shortage of qualified language teachers, inadequate bilingual/multilingual textbooks, translation challenges, limited resources, job market concerns, parental resistance, technological barriers, and other obstacles. Despite acknowledging the importance of mother language instruction for cultural preservation, equity, and inclusion, the study concludes that Delhi is not yet prepared for full implementation.
References
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