Mother Tongue Matters: An Empirical Review of Multilingual Education Practices in Tribal Schools of India

Abstract

This empirical review examines the implementation, outcomes, and challenges of Mother Tongue-Based Multilingual Education (MTB-MLE) in tribal-dominated regions of India. Grounded in the principles of the National Education Policy (NEP) 2020, which promotes foundational literacy and multilingualism, this paper synthesises empirical findings from studies published between 2013 and 2024 across Jharkhand, Odisha, Chhattisgarh, and the Northeast. Drawing from government reports, field evaluations, and peer-reviewed articles, the review explores the pedagogical impact of using tribal languages in early-grade instruction, its effects on learning outcomes, and teacher preparedness.

The analysis reveals that while MTB-MLE improves early literacy and student engagement, gaps remain in teacher training, resource availability, and community participation. Further, a lack of sustained political and financial commitment limits scalability. The paper concludes with policy recommendations for strengthening linguistic inclusivity in India’s school system and emphasises the role of contextualised pedagogy in bridging equity gaps. It argues for integrating local knowledge systems into the mainstream curriculum as a step toward culturally responsive education.