Introduction

The theme of this year's International Mother Tongue Day is multilingual Education- a pillar of learning and intergenerational learning. Multilingual education plays a crucial role in promoting intergenerational learning by bridging the gap between elders and youth.

Today, we are celebrating the international mother tongue day at a time when 40% of the world’s population does not have access to education in a language they speak or understand. In some countries, this figure rises to over 90%.  There are about 7,000 languages spoken in the world and 40% of them are endangered. Yet research shows that the use of learners’ language(s) in schools provides a solid foundation for learning, boosts self-esteem and critical thinking skills, and opens the door for inter-generational learning, language revitalization, and the preservation of culture and intangible heritage.

UNESCO has consistently highlighted the role of multilingual education based on the first language, also called mother language or home language, on annual International Mother Language Day celebrations. The mismatch between home language(s) and school languages has long negatively impacted education systems in all regions of the world. For decades, the exclusive use of dominant languages for instruction has been criticized as affecting the quality of teaching. It has also impaired the validity of learning assessments, and more broadly impacted learners’ future opportunities for education and work. It is strongly felt that a foreign language as a medium of instruction results in low cognition and sends the school-going children out of the system rather than encouraging any deep learning environments.

Our country has taken a giant leap in the area by introducing the National Education Policy, subsequently followed by the National Curriculum Framework for school education and the Foundational stage separately. The two documents and other MoE guidelines conveyed through NCERT and SCERTs across the country are making a mark under the shadows of International Mother Tongue Day today and momentum is building to use a child’s mother tongue at the foundational stage of his schooling.

Disruption of learning across the globe

The disruption of learning during COVID-19 school closures put a massive strain on learning. Before the pandemic, 57 percent of children in low- and middle-income countries could not read and understand a simple story by the end of primary school. In 2022, this figure rose to 70 percent. In some countries, over 90 percent of students were not taught in a language they speak and understand. So, the conclusion drawn from here tells us that poor learning outcomes may be a reflection of inadequate language of instruction policies.

Why do we need a Mother Tongue?

International Mother Language Day 2024 is an opportunity to remind the international community that multilingual education enhances learning when the language of instruction is the learner’s first language. The use of learners’ languages for literacy and learning provides a solid pillar for education and for the transfer of skills and knowledge to additional languages. Learning in a child’s first language facilitates understanding and interaction, and further develops critical thinking. It strengthens self-confidence and self-esteem and stimulates active participation. In addition to boosting learning, multilingual education contributes to opening the doors to intergenerational learning, the preservation of culture and intangible heritage, and the revitalization of languages. It enriches multilingualism on the web and is essential for digital literacy. Multilingual education also helps in acquiring life skills, especially in the context of emergencies, crises, and natural disasters. Thus, refugees, internally or internationally displaced people, and those excluded or marginalized from quality education, such as Indigenous peoples, are not left behind.

Multilingual education doesn't merely teach words; it intricately strengthens the brain. Language acquisition engages complex cognitive processes, improving memory, problem-solving skills, and critical thinking. The benefits are enduring, with studies indicating that multilingual individuals may have an edge in cognitive flexibility and delaying cognitive aging. The cognitive benefits gained from multilingual education extend across the lifespan. Research has suggested that individuals with multilingual abilities experience cognitive benefits that may protect against age-related decline, further emphasizing the value of language learning from an early age into the elderly years.

Through multilingual education, students gain insights into diverse cultural norms, beliefs, and values. Learning languages within their cultural context promotes empathy and respect for cultural differences, essential qualities for global citizenship and collaborative international relations. Language is a roadmap to understanding cultural nuances and gaining access to the heart of a community's way of life. Multilingual individuals can use language to unravel the subtle cultural intricacies that monolinguals may overlook, improving cross-cultural communication and reducing the likelihood of misunderstandings.

The demand for multilingual competency has increased exponentially in our interconnected world. Education systems worldwide have increasingly incorporated language learning as a core component, recognizing that proficiency in multiple languages equips learners with the tools to participate effectively in global conversations and contributes to international cooperation and understanding.

Learning multiple languages shapes the brain, increasing neural pathways and enhancing brain plasticity. This neurological development provides a cognitive reserve that provides individuals with an advanced ability to process information and adapt to new cognitive challenges. Language is the vessel through which heritage and ancestral knowledge are preserved and passed down. Multilingual education thus forms the backbone of intergenerational connectivity, allowing wisdom from past generations to inform and enrich the present.

Use of Mother Tongue and the Curriculum Frameworks in India

We in India are toeing the line and in light of The National Curriculum Framework 2023,it is affirmed that Language lies at the center of human cognitive, social, and cultural experiences. Proficiency in languages gives individuals the capacity to comprehend, analyze, and relate to their locality, nation, and world. It enables effective communication, which is integral to the formation and functioning of societies and cultures. Language additionally serves as an indispensable tool for the acquiring, accumulating, and advancing of knowledge. Thus, issues related to Language are some of the most fundamental in education. The effects and benefits of Language learning go far beyond proficiency in the languages themselves.

The NCF-SE stresses learning three languages denoted as R1, R2, and R3. R1: This is the language used as a medium of instruction (MoI), and in which literacy is first attained. Preferably it should be the most familiar language of the students, which is usually the mother tongue/home language. With India’s linguistic diversity, even within a classroom, it may not be possible to have the home language as the R1 for all students; in such circumstances, a language that is familiar to the students should be chosen as R1, which is often the most commonly used local language. R2: This could be any other language, including English. R3: This is any other language that is not R1 or R2. The state or the relevant bodies need to decide upon R1, R2, or R3. “All efforts will be made early on to ensure that gaps between the language spoken by the child and the medium of teaching are bridged. In cases where home language/mother-tongue textbook material is not available, the language of the transaction between teachers and students will remain the home language/mother-tongue wherever possible….” [NEP 2020, 4.11].

According to NCF-FS (2022), the medium of instruction will be the home language (L1) in the Foundational Stage to the extent possible. Where not possible, measures will be taken to support the child’s formal use of L1 in teaching-learning activities, and to build bridges from L1 to the school languages. Children will be immersed in multiple oral languages as early as possible, which will be enhanced through interactive activities (e.g., conversation, TPR, poetry, songs, drama, narration of experiences). The aim will be to achieve oral language proficiency (not necessarily at the same level) in two languages by Grade 3. The concept of reading and writing is initially developed through R1, which is preferably L1 whenever possible, via early exposure to oral language development, meaning-making activities, and print materials. Understanding of phonemes and graphemes and the correspondence between them (decoding) will be developed through games and interactive exercises.

Reading skills will first be developed in R1 through picture and story books, read-aloud books, shared reading, guided reading, and more independent reading through graded readers, with interactive activities involving poetry, songs, literature, drama, and games to enhance learning. In cases where R1 is not L1, support with L1 will be arranged to the extent possible. Writing skills will be developed in R1 through drawing, labelling, inventive spelling, writing workbooks, games requiring writing, and other forms of guided writing, followed by more independent writing of words, phrases, and complete sentences in meaningful and creative contexts. The approach to subsequently developing reading and writing skills in R2 and R3 will be similar. The aim will be to achieve literacy skills in R1 by Grade 3.

Status of Kashmiri as a Mother Tongue: Unlocking Opportunities through Language Diversity

Kashmiri belongs to the Indo-Aryan branch of the Indo-European language family. It is an Indo-Iranian language, derived from Sanskrit Kashmiri is mostly spoken in Kashmir Valley in Jammu and Kashmir. It is also spoken among the Kashmiri diaspora worldwide. About 57% of people in Jammu and Kashmir speak Kashmiri language. In the rest of the country, there are also Kashmiri-speaking people. In Pakistan and PoK 0.8% speak Kashmiri, In North America 0.01%, in Europe, 0.05% in the Middle East 0.05% speak Kashmiri as per Google search. Out of approximately 6 million Kashmiri speakers, the vast majority are concentrated in Jammu and Kashmir. The presence of Kashmiri speakers across the globe is still very minimal, classifying it as a smaller minority language. Initiatives are needed to revitalize Kashmiri language education both domestically and internationally. With updated census data still unavailable, estimates suggest the global Kashmiri-speaking proportion may now be higher. However, focused language policies and promotion efforts can further spread awareness of this language worldwide.

At the UT Level steps need to be taken to Implement Multilingual Education. In this regard, the State Council of Educational Research and Training (SCERT) is taking the lead in Teacher Education, Curriculum Development, and Community Engagement. Under the National initiative NIPUN Bharat Mission, teachers are being engaged in material development for the foundational stage in the Kashmiri Language, steps are being taken to engage parents and other members of the society to join in implementing Kashmiri as the medium of instruction in the foundational stage. We need to appreciate success Stories from Multilingual Communities and use the same to introduce Kashmiri to our situations.

The SCERT Kashmir is committed to facilitating programs, policies, and initiatives for teachers and people of different generations to communicate in their native languages. It is believed that multilingual education fosters understanding, respect, and appreciation for diverse cultural perspectives. We are planning to review the old tradition of storytelling which could lead to language exchange, older generations can pass down traditional knowledge, values, and stories to younger generations while also gaining fresh insights and perspectives from the youth. This collaboration of old and young as conceived shall enhance communication skills, strengthen familial bonds, and preserve cultural heritage within communities. Moreover, multilingual education is expected to empower individuals to navigate an increasingly globalized world by equipping them with the linguistic skills necessary to engage with people from various backgrounds.

Challenges and Solution

There are many languages spoken in Jammu & Kashmir and each community wants to use their language as the medium of instruction and needs a serious reflective thought. The resource allocation in terms of infrastructure and specialized speakers/Teachers of language also needs attention. There is a linguistic bias that needs to be addressed also to remove the impediments in the introduction of Kashmiri as the language of instruction. The solution is in the introduction of a language formula as per Nep-2020 and the same is explicitly conveyed through the National Curriculum Framework-2023 for School Education and Foundational Education-2022.

Conclusion

By embracing multilingual education, we weave an endless tapestry of knowledge, connecting the wisdom of the past with the innovations of the future. Governments, communities, and individuals need to promote and protect linguistic diversity and support minority language publishing, education, and cultural programs. SCERT as the lead teacher education institute in the UT of Jammu & Kashmir has to be the torchbearer in this matter and project some path breaking initiates to rejuvenate the energy in the Kashmiri teacher educators and allied stake holder so that the Kashmiri Language is put to use and the basic skills like speaking, listening, reading, and writing become a common nuance to implement the use of Kashmir language at all levels.

So, the takeaway point is that: In a world where borders are increasingly porous, multilingual education moulds students into ambassadors of cultural exchange and understanding. These global citizens play pivotal roles in diplomacy, international business, and global problem-solving initiatives, paving the way for a more connected and empathetic world community.

(The Author is Academic Officer, SCERT-KD, JKBOSE. Feedback: sheikhgulzar1970@gmail.com)