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Time of India
28-05-2025
- General
- Time of India
CBSE and its ‘Mother Tongue First' move: Bridging learning gaps or widening India's academic divide?
The Central Board of Secondary Education (CBSE) has recently mandated all affiliated schools to implement the language instruction guidelines outlined in the National Curriculum Framework for School Education (NCF-2023), effective from the academic session 2025–26. Central to the guidelines is the 'mother-tongue first' approach, a directive that has garnered both admiration and apprehension. In a nation as culturally and linguistically diverse as India, the policy embodies the potential to either foster holistic growth or exacerbate the already-existing academic disparities. Framed within the contours of the National Education Policy (NEP) 2020, the recommendation urges schools to adopt the child's home language or regional tongue as the primary medium of instruction until foundational literacy in a secondary language is secured, as explicitly stated in NCF-2023 (Part C, p. 239). Schools have until May 31, 2025, to form NCF Implementation Committees, map students' home languages, and begin curriculum and teacher training alignments over the summer break. By July 2025, schools must begin implementing the new model, with monthly progress reports to be submitted starting July 5. This move, as CBSE notes, is 'not just a curricular shift—it is a pedagogical commitment to India's linguistic and cultural diversity and unity.' The pedagogical promise : Early gains in familiar tongues Empirical research from both international and domestic grounds reaffirms that students learn best when they are taught in a language they speak at home. UNESCO has long advocated for mother tongue-based multilingual education, associating it with Sustainable Development Goal 4 — inclusive and quality education for all. Reams of research suggest that instructions aligning with mother-language contours help students delve into conceptual understanding and strengthen memory retention. When students are able to imbibe the concepts better, it leads to a surge in their confidence levels. Furthermore, it hones students' ability to think and process in their native language, further bolstering their cognitive scaffolding. Local success stories back this up. In Rajasthan's Kalyanpur, a multilingual education initiative saw a dramatic shift in classroom engagement. 'Now, it's a miracle there is not a single child who is not able to respond,' said Jashoda Khokariya in an interaction with AFP. She is a teacher who transitioned from Hindi to the local dialect. UNICEF's data adds weight to the stance by reflecting improvement in attendance, parental involvement, and structured teaching practices. Moreover, India's trough in learning further demands the urgency to implement this policy. As per the National Achievement Survey 2021 and the Foundational Learning Study 2022, only 39% of students aged 8 met basic reading standards. This dropped to 10% by age 15. The gap is even wider among tribal and marginalised communities. Mother tongue instruction, experts argue, could arrest this early educational failure. The fault line: A linguistically fragmented reality Yet, the move is not ecstatically welcomed by all the educational planners, especially the ones hailing from India's urban grounds. In metropolises like Delhi, Mumbai, and Bengaluru, home to students from a wide array of linguistic backgrounds, the implementation of the policy presents significant challenges. A single CBSE classroom may encompass speakers of more than 10 different languages, rendering the policy's execution increasingly ambiguous. This gives rise to a pressing question: How can a uniform framework accommodate such profound linguistic diversity? Critics contend that CBSE's mandate trivializes a complex terrain. The cities that host students from multiple linguistic backgrounds, this policy can be a recipe for disaster. The history of West Bengal stands as a testimony to the stance, when the imposition of Bengali as the primary language of instruction in 1980 led to a decline in English proficiency among students. Later, the policy was reversed with a lesson etched in black and white on how language policy can unintentionally throttle social mobility. This tension is particularly pronounced in low-income families who see English as a ticket to upward mobility. As the 2020 Annual Status of Education Report (ASER) revealed, English-medium private school enrolment in rural India has steadily increased, now exceeding 25% in several states, a clear reflection of aspirational trends. Between equity and employability: Walking a tightrope The CBSE clarifies that the move is neither anti-English nor aggressive. The new policy ensures that a second language (R2), potentially English, is introduced through oral exposure from the earliest stages. But literacy in R2 is deferred until the child becomes fluent in R1 (regional or state language). However, critics question whether the delay in acquiring literacy in English may disadvantage students later in life. As the world sprints toward AI integration and digital literacy, the risk of sidelining English can be a deja vu. Rather than bridging gaps, it can further deepen the very divide the policy seeks to bridge. What must follow: Precision , not prescription The policy's success, many argue, will hinge not on ideology but on execution. This includes high-quality multilingual teaching resources, better-trained educators, and flexibility in implementation. The NCERT's efforts to publish textbooks in multiple Indian languages and the rollout of play-based learning tools like Jadui Pitara in Balvatikas are steps in this direction. But scale and quality remain critical concerns. CBSE's guidance does allow for flexibility, where a written tradition is absent or diversity is too high, the regional or state language may serve as R1. However, it remains unclear how schools will navigate multilingual classes without trained personnel or standardised strategies. A fork in the road India's education system now stands at a pivotal juncture. The mother-tongue-first policy, while philosophically robust and ethically sound, needs to be met with nuance, infrastructure, and empathy. If rolled out with precision, it can democratise learning for millions and elevate cognitive outcomes. Mishandled, it risks creating a new class divide — one between those schooled in the language of global opportunity and those caught in a well-intentioned policy trap. As Nelson Mandela, Activist and former President of South Africa, said, 'If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.' But, good intentions primarily cannot shatter the systemic inequalities. In the absence of rigorous planning and real-world pragmatism, this policy may become yet another barrier. The future of India's youth pivots not on sentimental idealism, but on a hard-nosed commitment to inclusive, effective education reform. Ready to empower your child for the AI era? Join our program now! Hurry, only a few seats left.
Kuwait Times
23-05-2025
- General
- Kuwait Times
India's mother tongue teaching spells reading success
KALYANPUR, India: Sitting together on the classroom floor in Kalyanpur in northwest India, a dozen children aged five and six are trying to identify Hindi words beginning with the 'p' sound. After a spontaneous 'papa', the children unanimously agree on 'papaya'—spelt out at the top of their lungs by the entire class. But for these children, born into an Indigenous tribe in Rajasthan state, learning to read in a language neither they nor their parents speak is a challenge. To break this pattern, authorities launched a program in two Rajasthan districts to teach students to read in their mother tongue. Months after the experiment began, there is progress. 'I used Hindi language with the children, but I could see that they were not responding well,' said their teacher, Jashoda Khokariya. 'They were scared, and were not able to answer my questions,' she added. 'Now, it's a miracle—there is not a single child who is not able to respond.' Indian school enrolment rates are high—but performance is much lower. One key problem in the world's most populous country, where 1.4 billion people speak a mosaic of over a hundred languages, is that primary school teaching is often in a language the children do not understand. At the age of eight, only 39 percent of Indian students reach the required reading level. At 15, the situation is even worse. The rate drops to 10 percent. Poverty, early marriage and poor teacher training are all to blame—but language plays a part too. 'We have a multilingual society; this needs to be accounted for when children come to school,' said Saadhna Panday, from the UN children's agency (UNICEF). 'Several studies have demonstrated that children learn best in the early years in their mother tongue.' But this is rarely the case. In many Indian states, students are taught in English and Hindi, of which families may have little knowledge. Since 2020, the national education ministry has said that primary education in students' mother tongue is a priority. Rajasthan ticked all the boxes to host a pilot project. A survey in nine of its rural districts revealed the magnitude of the task: 250,000 primary school students speaking 31 languages. Three-quarters of them are far from understanding—let alone speaking—Hindi. The program faces multiple hurdles—one of these being that teachers are not trained to use the children's language for formal teaching in the classroom. 'There were many obstacles,' said Shweta Fageria, director of Rajasthan's State Council of Educational Research and Training center. 'We first created dictionaries by using the local dialect,' she added, before making them trilingual with Hindi and English. At the Kuwadi Nichala Fala School, a spartan concrete building on a dusty hill, 13 first graders—aged around five to six—leaf through the dictionary every schoolday. It is a far cry from the other side of India's education system—the ultramodern technology institutes whose prize pupils are snapped up by Californian tech giants. In the sweltering heat, the top student deciphers a few lines. He is still far from mastering reading in his native Wagdi—a language with more than three million speakers, according to the last census. But he is making great progress, like all the students in his class, according to his teacher. 'They can now read words,' Lakshmi Kumari Patel said. 'At this age, it takes time for a child to be confident, to actively participate,' she added. 'Now they are more expressive... engaging in conversations without hesitation.' — AFP
Khaleej Times
22-05-2025
- General
- Khaleej Times
India's mother tongue teaching spells reading success
Sitting together on the classroom floor in Kalyanpur in northwest India, a dozen children aged five and six are trying to identify Hindi words beginning with the "p" sound. After a spontaneous "papa", the children unanimously agree on "papaya" — spelt out at the top of their lungs by the entire class. But for these children, born into an Indigenous tribe in Rajasthan state, learning to read in a language neither they nor their parents speak is a challenge. To break this pattern, authorities launched a programme in two Rajasthan districts to teach students to read in their mother tongue. Months after the experiment began, there is progress. "I used Hindi language with the children, but I could see that they were not responding well," said their teacher, Jashoda Khokariya. "They were scared, and were not able to answer my questions," she added. "Now, it's a miracle -- there is not a single child who is not able to respond." Indian school enrolment rates are high -- but performance is much lower. One key problem in the world's most populous country, where 1.4 billion people speak a mosaic of over a hundred languages, is that primary school teaching is often in a language the children do not understand. 'Multilingual society' At the age of eight, only 39 percent of Indian students reach the required reading level. At 15, the situation is even worse. The rate drops to 10 percent. Poverty, early marriage and poor teacher training are all to blame -- but language plays a part too. "We have a multilingual society; this needs to be accounted for when children come to school," said Saadhna Panday, from the UN children's agency (UNICEF). "Several studies have demonstrated that children learn best in the early years in their mother tongue." But this is rarely the case. In many Indian states, students are taught in English and Hindi, of which families may have little knowledge. Since 2020, the national education ministry has said that primary education in students' mother tongue is a priority. Rajasthan ticked all the boxes to host a pilot project. A survey in nine of its rural districts revealed the magnitude of the task: 250,000 primary school students speaking 31 languages. Three-quarters of them are far from understanding -- let alone speaking -- Hindi. 'Many obstacles' The programme faces multiple hurdles -- one of these being that teachers are not trained to use the children's language for formal teaching in the classroom. "There were many obstacles," said Shweta Fageria, director of Rajasthan's State Council of Educational Research and Training centre. "We first created dictionaries by using the local dialect," she added, before making them trilingual with Hindi and English. At the Kuwadi Nichala Fala School, a spartan concrete building on a dusty hill, 13 first graders -- aged around five to six -- leaf through the dictionary every schoolday. It is a far cry from the other side of India's education system -- the ultramodern technology institutes whose prize pupils are snapped up by Californian tech giants. In the sweltering heat, the top student deciphers a few lines. He is still far from mastering reading in his native Wagdi -- a language with more than three million speakers, according to the last census. But he is making great progress, like all the students in his class, according to his teacher. "They can now read words," Lakshmi Kumari Patel said. "At this age, it takes time for a child to be confident, to actively participate," she added. "Now they are more expressive... engaging in conversations without hesitation." 'Abysmal' schooling Parents are now more involved too. Since they speak the language being taught, it's up to them to support their children by having them read and telling them stories. Lalita Parmar, 62, understands the benefits that her grandchildren's education can bring. "They will be able to get a job, then they will earn and eat," she said. "If one gets a job, the whole family will benefit." The state government, UNICEF and a local partner have given themselves two years to succeed and, if necessary, to expand. "Through the programme in Rajasthan, we have seen an improvement in children's attendance at school... teachers are more structured, more planned in using the learning materials available in the classrooms, parents are getting more involved in schools," said Panday from UNICEF. "We expect children to have better learning outcomes." The future of India and its economy depends on it, writes economist Ashoka Mody in his recent book, "India is Broken." "The quality of school education in India remains abysmal," Mody wrote, noting how competitors were progressing. "India's attempt to make progress on the cheap by unconscionably delaying these investments in education, health and cities has taken its toll.
Japan Times
22-05-2025
- General
- Japan Times
India's mother tongue teaching spells reading success
Sitting together on the classroom floor in Kalyanpur in northwest India, a dozen children aged five and six are trying to identify Hindi words beginning with the "p" sound. After a spontaneous "papa", the children unanimously agree on "papaya" — spelled out at the top of their lungs by the entire class. But for these children, born into an Indigenous tribe in Rajasthan state, learning to read in a language neither they nor their parents speak is a challenge. To break this pattern, authorities launched a program in two Rajasthan districts to teach students to read in their mother tongue. Months after the experiment began, there is progress. "I used Hindi language with the children, but I could see that they were not responding well," said their teacher, Jashoda Khokariya. "They were scared, and were not able to answer my questions," she added. "Now, it's a miracle — there is not a single child who is not able to respond." Indian school enrollment rates are high — but performance is much lower. One key problem in the world's most populous country, where 1.4 billion people speak a mosaic of over a hundred languages, is that primary school teaching is often in a language the children do not understand. 'Multilingual society' At the age of eight, only 39% of Indian students reach the required reading level. At 15, the situation is even worse. The rate drops to 10%. Poverty, early marriage and poor teacher training are all to blame — but language plays a part too. "We have a multilingual society; this needs to be accounted for when children come to school," said Saadhna Panday, from the U.N. children's agency (UNICEF). "Several studies have demonstrated that children learn best in the early years in their mother tongue." But this is rarely the case. In many Indian states, students are taught in English and Hindi, of which families may have little knowledge. Since 2020, the national education ministry has said that primary education in students' mother tongues is a priority. Rajasthan ticked all the boxes to host a pilot project. A survey in nine of its rural districts revealed the magnitude of the task: 250,000 primary school students speaking 31 languages. Three-quarters of them are far from understanding — let alone speaking — Hindi. 'Many obstacles' The program faces multiple hurdles — one of these being that teachers are not trained to use the children's language for formal teaching in the classroom. "There were many obstacles," said Shweta Fageria, director of Rajasthan's State Council of Educational Research and Training center. "We first created dictionaries by using the local dialect," she added, before making them trilingual with Hindi and English. At the Kuwadi Nichala Fala School, a spartan concrete building on a dusty hill, 13 first graders — age around five to six — leaf through the dictionary every school day. It is a far cry from the other side of India's education system — the ultramodern technology institutes whose prize pupils are snapped up by Californian tech giants. In the sweltering heat, the top student deciphers a few lines. He is still far from mastering reading in his native Wagdi — a language with more than 3 million speakers, according to the last census. But he is making great progress, like all the students in his class, according to his teacher. "They can now read words," Lakshmi Kumari Patel said. "At this age, it takes time for a child to be confident, to actively participate," she added. "Now they are more expressive... engaging in conversations without hesitation." 'Abysmal' schooling Parents are now more involved too. Since they speak the language being taught, it's up to them to support their children by having them read and telling them stories. Lalita Parmar, 62, understands the benefits that her grandchildren's education can bring. "They will be able to get a job, then they will earn and eat," she said. "If one gets a job, the whole family will benefit." The state government, UNICEF and a local partner have given themselves two years to succeed and, if necessary, to expand. "Through the program in Rajasthan, we have seen an improvement in children's attendance at school ... teachers are more structured, more planned in using the learning materials available in the classrooms, parents are getting more involved in schools," said Panday from UNICEF. "We expect children to have better learning outcomes." The future of India and its economy depends on it, writes economist Ashoka Mody in his recent book, "India is Broken." "The quality of school education in India remains abysmal," Mody wrote, noting how competitors were progressing. "India's attempt to make progress on the cheap by unconscionably delaying these investments in education, health and cities has taken its toll."
Yahoo
22-05-2025
- General
- Yahoo
India's mother tongue teaching spells reading success
Sitting together on the classroom floor in Kalyanpur in northwest India, a dozen children aged five and six are trying to identify Hindi words beginning with the "p" sound. After a spontaneous "papa", the children unanimously agree on "papaya" -- spelt out at the top of their lungs by the entire class. But for these children, born into an Indigenous tribe in Rajasthan state, learning to read in a language neither they nor their parents speak is a challenge. To break this pattern, authorities launched a programme in two Rajasthan districts to teach students to read in their mother tongue. Months after the experiment began, there is progress. "I used Hindi language with the children, but I could see that they were not responding well," said their teacher, Jashoda Khokariya. "They were scared, and were not able to answer my questions," she added. "Now, it's a miracle -- there is not a single child who is not able to respond." Indian school enrolment rates are high -- but performance is much lower. One key problem in the world's most populous country, where 1.4 billion people speak a mosaic of over a hundred languages, is that primary school teaching is often in a language the children do not understand. - 'Multilingual society' - At the age of eight, only 39 percent of Indian students reach the required reading level. At 15, the situation is even worse. The rate drops to 10 percent. Poverty, early marriage and poor teacher training are all to blame -- but language plays a part too. "We have a multilingual society; this needs to be accounted for when children come to school," said Saadhna Panday, from the UN children's agency (UNICEF). "Several studies have demonstrated that children learn best in the early years in their mother tongue." But this is rarely the case. In many Indian states, students are taught in English and Hindi, of which families may have little knowledge. Since 2020, the national education ministry has said that primary education in students' mother tongue is a priority. Rajasthan ticked all the boxes to host a pilot project. A survey in nine of its rural districts revealed the magnitude of the task: 250,000 primary school students speaking 31 languages. Three-quarters of them are far from understanding -- let alone speaking -- Hindi. - 'Many obstacles' - The programme faces multiple hurdles -- one of these being that teachers are not trained to use the children's language for formal teaching in the classroom. "There were many obstacles," said Shweta Fageria, director of Rajasthan's State Council of Educational Research and Training centre. "We first created dictionaries by using the local dialect," she added, before making them trilingual with Hindi and English. At the Kuwadi Nichala Fala School, a spartan concrete building on a dusty hill, 13 first graders -- aged around five to six -- leaf through the dictionary every schoolday. It is a far cry from the other side of India's education system -- the ultramodern technology institutes whose prize pupils are snapped up by Californian tech giants. In the sweltering heat, the top student deciphers a few lines. He is still far from mastering reading in his native Wagdi -- a language with more than three million speakers, according to the last census. But he is making great progress, like all the students in his class, according to his teacher. "They can now read words," Lakshmi Kumari Patel said. "At this age, it takes time for a child to be confident, to actively participate," she added. "Now they are more expressive... engaging in conversations without hesitation." - 'Abysmal' schooling - Parents are now more involved too. Since they speak the language being taught, it's up to them to support their children by having them read and telling them stories. Lalita Parmar, 62, understands the benefits that her grandchildren's education can bring. "They will be able to get a job, then they will earn and eat," she said. "If one gets a job, the whole family will benefit." The state government, UNICEF and a local partner have given themselves two years to succeed and, if necessary, to expand. "Through the programme in Rajasthan, we have seen an improvement in children's attendance at school... teachers are more structured, more planned in using the learning materials available in the classrooms, parents are getting more involved in schools," said Panday from UNICEF. "We expect children to have better learning outcomes." The future of India and its economy depends on it, writes economist Ashoka Mody in his recent book, "India is Broken." "The quality of school education in India remains abysmal," Mody wrote, noting how competitors were progressing. "India's attempt to make progress on the cheap by unconscionably delaying these investments in education, health and cities has taken its toll." pa/pjm/cms/sco
