Multilingual education typically refers to "first-language-first" education, that is, schooling which begins in the mother tongue, or first language, and transitions to additional languages. Typically MLE programs are situated in developing countries where speakers of minority languages, i.e. non-dominant languages, tend to be disadvantaged in the mainstream education system. There are increasing calls to provide first-language-first education to immigrant children from immigrant parents who have moved to the developed world. Offering first-language-first education to immigrant children in developed countries has gained attention due to the unique challenges these students face. When students move to a new country, language and cultural barriers can affect their academic progress and well-being. Some suggest that providing instruction in their first language initially, as part of multilingual education (MLE) programs, could help ease their transition. By recognizing and respecting their linguistic and cultural backgrounds, these programs aim to create a supportive learning environment where students feel more comfortable and confident. This approach may also contribute to the preservation of their heritage languages. It's important to consider different perspectives and carefully evaluate the potential benefits and challenges associated with implementing MLE programs.
In addition to the first-language-first approach, another model that supports language development in multilingual contexts is plurilingual education. Plurilingual education works by having students develop multiple languages at once Instead of using on just one language, it uses the language skills of two (or more) languages to bridge the gap in learning.[1] see Plurilingualism
Related to the emphasis on a child's first language, is the implicit validation of their cultural or ethnic identity by taking languages which were previously considered "non-standard" and making active use of them in the classroom. Multilingual Education in that sense underscores the importance of the child's worldview in shaping his/her learning.
A widespread understanding of MLE programs (UNESCO, 2003, 2005) suggests that instruction take place in the following stages:
MLE proponents stress that the second language acquisition component is seen as a "two-way" bridge, such that learners gain the ability to move back and forth between their first language and the other language(s), rather than simply a transitional literacy program where reading through the first language is abandoned at some stage in the education.
Multilingual Education in Andhra Pradesh/Orissa (India)
In Andhra Pradesh and Orissa, Multilingual Education (MLE) programs have been implemented using a thematic approach. These programs focus on helping tribal children rediscover their culture and language by using a seasonal calendar that reflects their cultural context. The MLE programs prioritize teaching children in their first language first, before introducing a second language. This approach recognizes the importance of cultural identity and language in learning. It allows students to build a strong foundation in their first language, which then helps them transition to learning a second language. The programs draw on various educational theories, including critical pedagogy, the idea that education should empower individuals, and theories that focus on how children learn and develop. What makes these programs unique is that they actively involve the community in creating the curriculum. By doing so, they aim to make education more relevant to the community's needs and values. By combining cultural relevance, language development, and community involvement, these MLE programs in Andhra Pradesh and Orissa aim to create an inclusive education system that respects and values local cultures and languages
In Odisha, a multilingual state in India, the government recognized the linguistic diversity of the region, with over 40 ethnic languages spoken among the 62 tribes, as well as widely spoken Modern Indian Languages like Hindi, Bengali, and Telugu. To address the educational needs of ethnic minority children in schools, the Odisha government implemented a Multilingual Education (MLE) program. Under the leadership of Dr. Mahendra Kumar Mishra as the Director of Multilingual Education, and with guidance from renowned multilingual experts Prof. D.P. Pattanayak and Prof. Khageswar Mahapatra, the MLE program was launched in 547 schools. The focus was on ten tribal languages: Santali, Saora, Kui, Kuvi, Koya, Kishan, Oroam, Juang, Bonda, and Ho. To provide culturally responsive education, the program developed curriculum and textbooks for classes I to V, emphasizing a first language-based multilingual education approach for tribal children. Teachers from the respective language communities were appointed to teach in the schools, ensuring a stronger connection between the students and their teachers. The MLE program also received support from the Summer Institute of Linguistics, led by Mr. Steve Simpson, Vicky Simpson, and Pamela Mackenzie. Tribal teachers, guided by MLE resource groups, actively contributed to the development of the curriculum and textbooks. Since its initiation in 2005, the program has expanded to 2250 schools, primarily serving tribal children. The MLE program in Odisha has gained recognition as a sustained initiative in Asian countries, with representatives from seven Asian countries visiting the MLE schools to learn from their experiences and best practices. It stands as an example of successful multilingual education implementation in a region with significant linguistic diversity.
Dr Mahendra Kumar Mishra started the MLE program in Chhattisgarh adopting Durua language in MLE program. Dr Mishra conducted 2 NAtional Seminars and one international Seminar on MLE during 2006-2019. Dr Tove Skutnabb Kangas, Prof Ofelia Gracia, Dr David Haugh, Dr Sitakanta Mahapatra, Dr KHageswar Mohapatra were some of the linguists and multilingual educators who attended these conferences.
Scholars and educators have argued that embracing the diverse linguistic knowledge that immigrant students bring to the developed countries, such as the United States, and using students’ first-languages to help them learn English may be an inexpensive and effective way to integrate and socialize immigrant youth. Allowing code-switching in schools with high English learner (EL) populations can increase the potential for enhanced English-learning and academic performance. Code-switching between multi-lingual children can create an informal peer-mentorship structure that embraces immigrant children's linguistic capabilities to drive learning, create a strong peer-network, and enhance the development of English as a Second Language skills for immigrant students in multi-ethnic schools.[3]
Countries like the United States are encouraging private and public schools to learn Chinese (and other global) languages. They are offering funds to support programs to help students become more proficient in these languages. These programs are in place to provide a strong language education from elementary school all the way to university. The purpose is to help students become highly skilled in these languages to boost business and other interests that could benefit the country. This will also have an impact on promoting different kinds of multilingualism and building relationships between foreign countries in the future.[4]
As with any educational program or initiative, there are potential downfalls and challenges with providing a multilingual education.
Limited Resources: This can be a challenge when implementing multilingual education (MLE) programs. These programs require a lot of resources, such as trained teachers, instructional materials, and support staff/services. Some schools or educational systems may have difficulties in getting enough resources to effectively implement and maintain these programs.
Competing Demands: Teaching multiple languages in MLE programs can create competing demands in the curriculum. Balancing the instruction of different languages along other subjects may be challenging, potentially affecting the quality of teaching in other areas due to time constraints.
Language Gaps: Language proficiency gaps can arise in MLE programs. When students' first language proficiency is much lower than the language of instruction in the larger group, it can be challenging for them to catch up and achieve academic proficiency in both languages.
Segregation: MLE programs may result in segregation based on language, creating divisions within the school community. This separation can hurt opportunities for cross-cultural interaction and integration, which is the at the heart of creating a diverse learning environment. In some cases, MLE programs may focus on a limited number of languages, typically the dominant language of instruction. This may exclude other languages spoken within the community, leading to a loss of diversity.
Multilingual Education in India, The CAse For English Edited by Dr MAhendra Kumar Mishra and Prof Anand Mahanand published by Viva Books, New Delhi 2016.
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Multilingual Education in India, The Csse For English Edited by Dr MAhendra Kumar Mishra and Prof Anand Mahanand published by Viva Books, New Delhi 2016.