International Mother Language Day-2024 Theme: Multilingual education – a pillar of learning and intergenerational learning

   Multilingual education – a pillar of learning and intergenerational learning


Multilingual and multicultural societies thrive through the preservation of their languages, which serve as conduits for traditional knowledge and cultural heritage. However, linguistic diversity faces increasing threats as more languages vanish. Currently, 40% of the global population lacks access to education in their native language, a figure that exceeds 90% in certain regions. Research underscores the benefits of using learners' native languages in education, fostering better learning outcomes, self-esteem, and critical thinking skills. This approach also supports intergenerational learning and cultural preservation.

International Mother Language Day-2024 (21 February) while underscoring the role of languages in promoting inclusion and achieving Sustainable Development Goals, is being is being observed with theme “Multilingual education – a pillar of learning and intergenerational learning.” The theme stresses the need for a shift toward 'inclusive education and the preservation of indigenous languages'  with transitional courses 'starting with learner's mother tongue and gradually introducing other languages, barriers between home and school are bridged, facilitating effective learning.'

According to UNESCO, "Multilingual education not only promotes inclusive societies but also aids in preserving non-dominant, minority, and indigenous languages. It is a cornerstone for achieving equitable access to education and lifelong learning opportunities for all individuals." 

It is held by UNESCO that 'research underscores the benefits of using learners' native languages in education, fostering better learning outcomes, self-esteem, and critical thinking skills. This approach also supports intergenerational learning and cultural preservation.'

Kishore (2011, Verti Education, 6, 2) in his paper "From Home Language to School Language with Cultural Linkage Leads" suggests the padding strategy for vocabulary building in school language by using children's poems in the home language or mother tongue.

According the position paper of the NCERT (2006), a smooth transition from home language to school language in terms of discourse can be ensured if the mother tongue is the medium of instruction. The paper adds that the education in the mother–tongues will facilitate richer classroom transaction, greater participation of learners, and yield better learning outcomes. 



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