Multilingual education in practice: bridging language barriers in tribal primary classrooms

This study investigates multilingual education (MLE) as a means to address language barriers in tribal primary classrooms through the lens of Ruiz’s (1984) Language-as-Resource framework. Adopting a descriptive qualitative approach, data were collected through semi-structured interviews with seven MLE teachers and thirteen parents, along with classroom observations conducted in four sample schools in the Sambalpur district of Odisha, India. Findings show that the practice of additive multilingualism, through inclusion of the Sambalpuri dialect in classroom teaching, enables tribal students to comprehend lessons more effectively and express their thoughts with greater clarity. Sambalpuri dialect functions as a valuable linguistic resource, enhancing the learning of the Odia language (L2). MLE programme has integrated tribal culture into textbooks, primers, and socio-culturally based local TLMs, while parental involvement and teacher training have further increased student engagement. However, significant issues persist, including inadequate supply of MLE materials, irregular curriculum updates, teacher shortages, limited training opportunities, and discontinuation of special MLE funds. Consequently, MLE teachers face difficulties in bilingual instruction, organizing cultural programmes, and motivating student participation. The study offers practical recommendations to reduce language barriers by expanding the survey of language use at the local level, providing teacher training, and administrative support for effective MLE implementation.