Mother Tongue Based Multilingual Education (MTB-MLE) Programme: A Panacea for Tribal Learners

Abstract

Many tribal learners in Odisha find it difficult to learn in Odia as it is not their native tongue. Tribal students lack familiarity with textbook background, which hinders their ability to fully understand classroom instruction and activities. Learning results and retention are impacted by this. In addition, teachers are lack of knowledge in the methodology, materials, and training they need to effectively manage diverse classroom contexts. Understanding that language used in classrooms has a significant impact on issues related to fairness and quality, the RCFCE Act, 2009, properly stressed, in Section 29 (2), the utilization of mother tongue (MT) as the instruction medium wherever possible. NEP 2020 also recommended that mother tongue should be the instruction medium at least upto class 5. Children who have get education through Mother Tongue-Based Multilingual Education (MTB-MLE) become more proficient speakers of both their MT and their country's official language. A child develops complex knowledge networks (cumulative bilingualism) when their rich first language knowledge (L1) is combined with their second language (L2). In other words, it is the means of comprehend the subjects in other languages and also connect the culture, enhanced the intellectual development of the Tribal Learners. However, Teaching through mother tongue boosts academic achievement and learning outcomes while also promoting inclusivity and high-standard learning. Most importantly, MTB-MLE allows all students to actively engage in society. Hence, the present paper outlines the significance of MTB-MLE for tribal learners in the state Odisha, some common challenges to MTB-MLE execution and then goes how it is benefited as well as advantage for the tribal learners in Odisha.