Himangshu Ranjan Bhuyan
(himangshur1989@gmail.com)
Language is the foundation of human communication, shaping thought processes, cultural identity, and social interactions. For children, their mother tongue is the first language they acquire naturally, making it the most effective medium for early education and cognitive development. When education begins in a child’s native language, learning becomes more meaningful, comprehension improves, and a strong foundation is laid for academic success. UNESCO and UNICEF, two of the most influential global organisations in education and child welfare, have long advocated for mother-tongue-based education as a key strategy for inclusive and equitable learning. They emphasise that children should start their education in a language they understand best, ensuring an easier transition to literacy, better retention of knowledge, and higher academic achievement. However, despite the overwhelming evidence supporting mother tongue instruction, millions of children worldwide continue to be taught in languages they do not speak at home, creating significant barriers to learning.
UNESCO has consistently highlighted the importance of linguistic diversity in education, stressing that language is more than just a tool for communication; it is an integral part of cultural heritage and identity. When children are educated in their mother tongue, they connect more deeply with their surroundings, feel a greater sense of belonging, and develop confidence in their ability to learn. Conversely, when children are forced to study in an unfamiliar language, they often struggle to understand lessons, leading to frustration, disengagement, and, in many cases, school dropout. The loss of mother tongue instruction is not just a linguistic concern but a cultural crisis, as it threatens the transmission of indigenous knowledge and traditions. UNESCO actively promotes policies that encourage multilingual education, recognising that preserving linguistic diversity strengthens societies, fosters mutual understanding, and contributes to social cohesion.
UNICEF, as the leading global organisation advocating for children’s rights and education, also recognises that language plays a crucial role in shaping a child’s learning experience. UNICEF’s position on mother tongue education is rooted in principles of equity, quality education, and child-centred learning. The organisation argues that education in a foreign or dominant language often alienates children, making it difficult for them to express themselves, engage in classroom activities, and grasp new concepts. This challenge is particularly severe for children from marginalised and indigenous communities, who are already at a disadvantage due to economic and social barriers. UNICEF strongly supports mother tongue-based education as a means of improving learning outcomes, reducing dropout rates, and ensuring that all children, regardless of their linguistic background, have an equal opportunity to succeed.
One of the strongest arguments in favour of mother tongue instruction is its impact on literacy development. Research has consistently shown that children who begin learning in their first language develop stronger reading, writing, and comprehension skills compared to those who start with a second or foreign language. Literacy is not merely about recognising letters and words but about understanding meaning, constructing ideas, and applying knowledge in real-life situations. When children learn in a language they already know, they can relate to the content, grasp concepts more quickly, and retain information more effectively. In contrast, children who are forced to learn in an unfamiliar language often resort to rote memorisation without fully understanding the material, leading to weak literacy skills and long-term academic struggles.
Beyond literacy, mother tongue education also significantly improves overall academic performance. When students understand the language of instruction, they are more likely to engage in discussions, participate actively in class, and perform well in assessments. Subjects such as mathematics, science, and social studies require critical thinking and problem-solving skills, which are best developed in a language that the learner fully comprehends. Studies from various countries have demonstrated that students who receive early education in their mother tongue perform better in standardised tests and are more likely to complete their schooling. This advantage extends beyond primary education, as a strong foundation in the mother tongue enhances the ability to learn additional languages and complex subjects in later years.
A major concern associated with language barriers in education is the high rate of school dropouts among children from non-dominant language backgrounds. When students struggle to understand lessons, they often feel discouraged, leading to disengagement from school and eventual dropout. This is particularly common in rural and economically disadvantaged communities where children do not have access to additional language support outside the classroom. UNESCO and UNICEF have identified linguistic exclusion as one of the leading factors contributing to educational inequality and low school completion rates in many regions. By implementing mother tongue instruction, schools can create a more inclusive and supportive learning environment that helps students stay engaged, complete their education, and transition successfully to higher levels of learning.
Despite the clear benefits of mother tongue-based education, several challenges hinder its widespread implementation. One of the primary obstacles is the lack of educational resources in many indigenous and minority languages. In several countries, local languages do not have standardised scripts, textbooks, or teaching materials, making it difficult to develop curricula and provide quality instruction. Addressing this challenge requires collaboration between governments, linguists, educators, and local communities to document and create learning resources in diverse languages. UNESCO has been actively involved in language preservation initiatives, working to develop multilingual educational materials and policies that support mother tongue instruction.
Another critical factor in the success of mother tongue education is teacher training. In many multilingual societies, teachers themselves may not be fluent in the native languages spoken by their students. This creates a gap in delivering effective instruction and maintaining language continuity in education. To address this issue, UNICEF has supported teacher training programs that equip educators with the skills needed for multilingual teaching. These programs emphasise the importance of teaching methodologies that integrate the mother tongue while gradually introducing second or third languages, ensuring that students do not experience a sudden linguistic transition that disrupts their learning process.
Parental and community involvement is also essential in strengthening mother tongue education. When children receive support for their native language at home, their learning experience is reinforced, making them more confident learners. However, many parents, influenced by the belief that global or national languages offer better career opportunities, discourage the use of the mother tongue in education. This societal bias contributes to language erosion and weakens the long-term benefits of mother tongue instruction. UNESCO and UNICEF emphasise the need for awareness campaigns to educate parents and communities about the advantages of mother tongue-based education, encouraging them to actively participate in their children’s linguistic and academic development.
The global discourse on language policy in education is more than just a technical debate; it has profound implications for the future of learning, cultural preservation, and social development. As nations work toward achieving the United Nations Sustainable Development Goals, particularly SDG 4, which focuses on quality education for all, language inclusion must be a top priority. UNESCO and UNICEF continue to advocate for policies that recognise linguistic diversity as a strength rather than a challenge. Governments, education ministries, and policymakers must collaborate to develop education systems that embrace multilingualism, ensuring that every child has the opportunity to learn in a language they understand best.
In conclusion, the importance of mother tongue instruction in education cannot be overstated. It is a fundamental right that guarantees children equal access to quality education, enhances literacy and cognitive development, improves academic performance, and preserves cultural identity. UNESCO and UNICEF have been steadfast in their support for mother tongue-based learning, recognising its crucial role in building inclusive and equitable education systems. While challenges remain in its implementation, the long-term benefits far outweigh the difficulties. The international community must commit to fostering linguistic diversity in education, ensuring that every child, regardless of their linguistic background, can learn, grow, and thrive in a language that truly belongs to them.