Paper Details

This paper aims to explicate the polemic status of majority and minority languages in classroom practices in tribal schools and how few languages dominate the language of marginalized groups and tribal communities. However, tribal people have their mother tongue and native culture that are vanished in the classroom practices. As we know, the growth and development of a nation depend on the quality of education of children, so without considering the tribal children in the inclusion of education (primary education through mother tongue but no other tongue), it is impossible to say about the nation’s growth and development. This paper addresses two research questions: first research question is what happens if the language of instruction in the classroom transactions through the majority language instead of the mother tongue? The second research question is, does MLE bridge the gap between a majority and a minority language in classroom practices? And also, it is questionable how tribal children will improve their better communicative skills and competency with other communities only through their mother tongue. For these conundrum circumstances, mother tongue-based multilingual education is the only remedy and potency. This study is based on some reviews of literature such as articles, magazines, and newspapers.

Majority Language, Minority Language, Classroom Practices, and Multilingual Education