5. Bhasha Matters: Mother-Tongue-Based Multilingual Education (MTB-MLE) in India

The release of UNESCO\'s 7th State of the Education Report (2025) titled \'Bhasha Matters\' underscores the imperative of integrating mother tongues into the formal schooling system. With nearly 44% of Indian children entering schools where the medium of instruction differs from their home language, bridging this linguistic gap is essential for achieving foundational literacy and numeracy (FLN). • The Linguistic Crossroads: India possesses an unparalleled linguistic wealth with 121 constitutionally recognized languages and over 1,300 mother tongues. UNESCO argues that this diversity is a national asset that must be leveraged for cognitive development rather than treated as a logistical barrier. • Pedagogical Significance of MTB-MLE: Research indicates that children learn best when taught in a language they fully understand. Instruction in an unfamiliar tongue creates a \'learning burden\' where students struggle to decode language instead of grasping core academic concepts, often leading to higher dropout rates.• Policy Alignment (NEP 2020): The National Education Policy 2020 and subsequent National Curriculum Frameworks (2022/2023) mandate the use of the child’s home language or mother tongue as the primary medium of instruction in early years to ensure inclusive and equitable education. • Digital and AI Interventions: Initiatives like BHASHINI (BHashbased ANd Intelligent Node for InclusioN in India) and AI4Bharat utilize artificial intelligence to create local-language content and document endangered languages, facilitating a modern approach to multilingualism. • State-Level Success Stories: Odisha’s program covering 21 tribal languages and Telangana’s use of DIKSHA-enabled multilingual resources serve as scalable models for \'bottom-up\' linguistic inclusion. • Proposed National Mission: The UNESCO report recommends a National Mission for MotherTongue-Based Multilingual Education to coordinate systemic reforms across ministries, ensuring that small-scale pilots transition into nationwide educational standards. Constitutional and Legal Provisions • Article 350A: Mandates that every State and local authority endeavor to provide adequate facilities for instruction in the mother-tongue at the primary stage of education to children belonging to linguistic minority groups. • Article 29: Protects the right of any section of citizens residing in India having a distinct language, script, or culture of its own to conserve the same. • Article 343 & Eighth Schedule: Provides the framework for Official Languages. Currently, the 8th Schedule recognizes 22 languages, but the demand for including more (like Tulu or Kodava) persists. • Right to Education (RTE) Act, 2009: Section 29(2)(f) specifies that, as far as practicable, the medium of instruction shall be in the child\'s mother tongue. Key Definitions • MTB-MLE: A structured program where school instruction begins in the child\'s mother tongue and gradually transitions to additional languages (State language or English). • Foundational Literacy and Numeracy (FLN): The ability of a child to read with meaning and solve basic math problems by the end of Grade 3. • Linguistic Backsliding: The loss of proficiency in a native language due to the dominance of a \'prestige\' language in education and administration. • Bilingual Learning Materials: Educational resources (textbooks/digital content) that present information in two languages simultaneously to facilitate comprehension. Conclusion Embracing \'Bhasha\' is not merely a cultural sentiment but a scientific necessity for cognitive development. India’s transition toward MTB-MLE, supported by the UNESCO 2025 roadmap, positions linguistic diversity as a driver of social equity. By aligning technological innovation (AI) with constitutional mandates, India can ensure that no child is \'silenced\' in the classroom by a language barrier, making education truly democratic and inclusive. UPSC Relevance • GS Paper II (Social Justice & Governance): Issues relating to development and management of Social Sector/Services relating to Education; protection of interests of linguistic minorities. • GS Paper I (Society): Diversity of India; Linguistic regionalism vs. National integration. • Essay Paper: Themes around \'Language as a tool for Empowerment,\' \'Education for All,\' or \'Preserving Heritage in a Globalized World.\'