In schools, mother tongue works the best
Uttarakhand should not go for English as the medium of instruction in government schools
For a child, the school acts like a bridge connecting the home and the world. In this transitional crossing of environments, research and study have highlighted the key role played by the mother language. That, when instructed in the mother tongue or home language, children perform better in subject-based learning. So, adopting English as the medium of instruction for early-age learners in schools, like the proposed plan for government institutions in Uttarakhand, looks problematic.
Education begins at home with the home language. The move from home to school alters the learning environment. School presents a structure whereas earlier it was a natural flow of experience. New peers, teachers, content, discipline, and format. A lot to adjust to quickly. And then, a new language of instruction. If education inspires learning and questioning and if education facilitates freedom of enquiry without fear, then which is better – a medium of instruction using the homely local mother tongue or a powerful global language like English?
Looking at the aspirations of new generations, an English medium of instruction appears attractive. But what about grounding in curriculum subjects, of which English is simply one subject of study? What about creativity, innovation, life skills? This real learning becomes that much more difficult without mother-tongue-led instruction.
In a non-English-speaking environment, using English to teach subjects does not come easy. Add to this the teacher’s competence in handling English – first, in mastering the language; second, in using English to teach curriculum subjects – which remains a cause for concern. Representing natural transition from learning at home, using the mother tongue to teach curriculum subjects leads to greater emotional connection with the learning process. Tending to actively engaged children, teachers can give free rein to their creative and innovative impulses: Learning becomes student-led, encouraging skill development. Naturally competent in imbibing new languages and now confident in their learning ability, children can easily pick up any new language – including English.
Instead of changing the medium of classroom instruction, the way forward lies in evolving a connected, implementable, and mother-language-based approach to school education: Develop instructional material for students and teachers that sustains creativity; conceptualise robust teacher training programmes; roll out innovative teaching methodologies; ensure goal-and-outcome focused learning assessments; apply data and analytics for personalised learning.
In here lies our tryst with destiny.