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Mahesh Kulkarni
Independent Researcher
Maharashtra, India
Abstract
Mother-tongue based education (MTBE) is increasingly recognized as a vital pedagogical approach in multilingual societies, especially in rural India, where linguistic diversity is vast and varied. MTBE entails the use of a child’s first language as the medium of instruction during the early years of schooling. This study evaluates MTBE’s effectiveness by examining its influence on students’ academic achievements, engagement, and cultural identity in rural Indian settings. A mixed-method survey involving 100 participants—students and educators—from linguistically diverse rural districts was undertaken. Quantitative assessments revealed that students taught in their mother tongue demonstrated superior reading and numeracy skills compared to those taught in non-mother tongues. Qualitative insights highlighted improved learner motivation, better comprehension, and stronger cultural connection. However, challenges such as insufficient teaching resources, limited teacher training, and sociopolitical pressures to adopt dominant languages were prominent. The findings underscore the critical role of MTBE in fostering inclusive and effective education in rural India and call for policy reforms and targeted support to overcome implementation barriers.
Keywords
Mother-Tongue Education, Rural India, Cognitive Development, Linguistic Diversity, Inclusive Education
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