Multilingual education in practice

Bridging language barriers in tribal primary classrooms

Dados Bibliográficos

ID14623262
AutoresAswini Ajagar (0009-0003-8900-7232, National University of Educational Planning and Administration, autor correspondente), Rasmita Das Swain (0009-0006-0133-2690, National University of Educational Planning and Administration), Malli Gandhi (0000-0002-7025-1994, NCERT)
Ano2026
Páginas1-17
Data de publicação2026-04-09
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoJournal of Multilingual and Multicultural Development (JOURNAL)
Identificadores do periódicoISSN: 0143-4632 • E-ISSN: 1747-7557
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01434632.2026.2655837
OpenAlexW7152667014
IdiomaEN
Referências citadas28

This study investigates multilingual education (MLE) as a means to address language barriers in tribal primary classrooms through the lens of Ruiz’s (1984) Language-as-Resource framework. Adopting a descriptive qualitative approach, data were collected through semi-structured interviews with seven MLE teachers and thirteen parents, along with classroom observations conducted in four sample schools in the Sambalpur district of Odisha, India. Findings show that the practice of additive multilingualism, through inclusion of the Sambalpuri dialect in classroom teaching, enables tribal students to comprehend lessons more effectively and express their thoughts with greater clarity. Sambalpuri dialect functions as a valuable linguistic resource, enhancing the learning of the Odia language (L2). MLE programme has integrated tribal culture into textbooks, primers, and socio-culturally based local TLMs, while parental involvement and teacher training have further increased student engagement. However, significant issues persist, including inadequate supply of MLE materials, irregular curriculum updates, teacher shortages, limited training opportunities, and discontinuation of special MLE funds. Consequently, MLE teachers face difficulties in bilingual instruction, organizing cultural programmes, and motivating student participation. The study offers practical recommendations to reduce language barriers by expanding the survey of language use at the local level, providing teacher training, and administrative support for effective MLE implementation.

Bilingual education · Bridging (networking · First language · Language barrier · Language policy · Language proficiency · Multilingual Education · Multilingualism · Neuroscience of multilingualism · Australian Indigenous Culture and History · Indigenous Health, Education, and Rights · Multilingual Education and Policy