Mother Tongue Education: Assam’s Future
Himangshu Ranjan Bhuyan
Language is not merely a tool of communication; it is the vessel of a community’s identity, culture, and worldview. In the context of education, the language in which knowledge is imparted shapes how effectively it is received and internalized. For a state like Assam, with its rich mosaic of ethnicities and languages—including Assamese, Bodo, Mising, Karbi, Rabha, Dimasa, Tiwa, and Bengali—mother tongue education is not just a pedagogical strategy; it is a necessity for equitable, inclusive, and meaningful learning. The future of Assam’s education system is inextricably linked to the promotion and institutionalization of mother tongue instruction. As the state grapples with the challenges of modernizing its educational framework while preserving its cultural wealth, it must recognize mother tongue education as a cornerstone of both academic excellence and social cohesion.
Assam’s linguistic diversity has long been a defining feature of its identity. However, this diversity has also led to complexities in implementing a uniform educational policy that respects and uplifts all languages spoken across the state. Historically, language has been at the heart of many socio-political movements in Assam, from the resistance to the imposition of Bengali during British rule to the Assamese language movement and the Barak Valley’s Bengali language struggle. These episodes underscore how language in Assam is deeply intertwined with people’s sense of dignity, cultural survival, and political rights. In this backdrop, education through the mother tongue assumes a transformative potential—it is not only a matter of enhancing learning outcomes but also of affirming the identity and aspirations of diverse communities.
Research in education and cognitive science has consistently highlighted that children learn best when taught in a language they speak and understand from early childhood. The mother tongue facilitates comprehension, critical thinking, and expression. When children encounter new concepts in their home language, they grasp them with greater ease and confidence. This, in turn, lays a stronger foundation for acquiring second and third languages such as Assamese, Hindi, or English at later stages. The National Education Policy (NEP) 2020 reflects this understanding by recommending that the medium of instruction until at least Grade 5, and preferably till Grade 8, should be the child’s mother tongue or regional language. For Assam, where thousands of children begin school in environments where their home language is not the language of instruction, this policy presents an opportunity to correct long-standing disparities in educational access and achievement.
The advantages of mother tongue education are multidimensional. Academically, it reduces cognitive overload, as students are not burdened with decoding both language and content simultaneously. Studies have shown that children taught in their mother tongue in the early years of schooling perform better in literacy and numeracy tests. They also display higher retention rates and lower dropout rates compared to those who start their education in an unfamiliar language. For Assam, where school dropout rates remain a concern in certain districts and among tribal and rural populations, mother tongue education could be a game changer in ensuring that children not only attend school but also thrive in it.
Culturally, mother tongue education safeguards and nurtures the linguistic heritage of Assam. Language is the repository of oral traditions, folklore, rituals, and values that define a community’s identity. When education is delivered in the mother tongue, it enables the transmission of this cultural wealth to younger generations. It fosters a sense of pride and belonging among children, reinforcing their self-esteem and emotional well-being. In Assam, where communities like the Bodo, Mising, Karbi, and Dimasa have unique languages and cultural practices, mother tongue education can act as a powerful instrument for cultural preservation. It can ensure that these languages, some of which are at risk of gradual erosion, continue to live and flourish in the minds and hearts of the next generation.
Socially, mother tongue education promotes inclusivity and reduces inequalities. In a multilingual state like Assam, a one-size-fits-all language policy risks marginalizing smaller linguistic groups. By embracing mother tongue instruction, the education system can become more responsive to the needs of all communities. It ensures that children from marginalized groups are not disadvantaged simply because they do not speak the dominant language of instruction. This, in turn, contributes to greater social harmony and cohesion. When students see their language respected and valued in the formal education system, it fosters mutual respect among different linguistic communities and strengthens the social fabric of the state.
Despite its evident advantages, implementing mother tongue education in Assam presents several challenges that must be addressed with careful planning and sustained effort. One of the foremost challenges is the creation of quality educational materials in multiple languages. Developing textbooks, teaching aids, and digital content in various mother tongues requires significant investment in terms of time, expertise, and financial resources. It necessitates collaboration between linguists, educators, community leaders, and government agencies to ensure that the materials are pedagogically sound, culturally appropriate, and linguistically accurate.
Another major challenge is the availability of trained teachers who are proficient in the mother tongues of the students they serve. Many schools, especially in rural and tribal areas, struggle with a shortage of teachers who can effectively teach in the local language. Addressing this will require focused recruitment of teachers from within the communities, capacity building through targeted training programs, and the provision of incentives to attract and retain such teachers in underserved regions. Teacher training institutes in Assam must incorporate modules on multilingual education and culturally responsive pedagogy to prepare educators for the realities of the state’s classrooms.
Parental attitudes also play a significant role in the success of mother tongue education initiatives. In Assam, as in many other parts of India, English is often seen as the language of upward mobility and better economic prospects. Many parents, especially in urban and semi-urban areas, prefer to send their children to English-medium schools from the very beginning, believing that this will give them a competitive edge. This perception, though understandable in a globalized world, overlooks the fact that a strong foundation in the mother tongue enhances the ability to learn additional languages, including English, more effectively. Public awareness campaigns highlighting the cognitive and academic benefits of mother tongue education are essential to changing mindsets and gaining community support.
Assam has already taken commendable steps toward integrating mother tongue education into its schooling system. The introduction of Mising as a medium of instruction in over 200 primary schools is a promising example of how the state is beginning to respond to the linguistic aspirations of its communities. Similarly, the use of Bodo as a medium of instruction in many schools in Bodoland Territorial Region is an established practice that reflects the success of language rights movements. However, these initiatives need to be scaled up and expanded to other linguistic communities, with a clear roadmap for implementation, monitoring, and evaluation.
Technology can play a crucial role in overcoming some of the logistical challenges of mother tongue education in Assam. Digital platforms, educational apps, and multimedia resources can be developed in various languages to supplement traditional classroom teaching. These tools can make learning more engaging and accessible, particularly in remote areas where there may be a lack of physical resources. The government can partner with educational technology companies, universities, and civil society organizations to create and disseminate such resources.
Ultimately, the future of Assam’s education system hinges on its ability to embrace its linguistic diversity as a strength rather than a challenge. Mother tongue education is not about rejecting other languages or limiting students’ opportunities. On the contrary, it is about building a strong educational foundation that equips students with the skills and confidence to master additional languages and excel in an increasingly interconnected world. A child who is secure in her own language and culture is better positioned to appreciate and engage with others. By nurturing mother tongue education, Assam can create a generation of learners who are rooted in their heritage and open to the world.
In conclusion, mother tongue education represents both a moral imperative and a practical necessity for Assam’s future. It aligns with the principles of equity, inclusivity, and cultural preservation, while also offering tangible benefits in terms of academic performance and social integration. The path ahead requires political will, community participation, resource allocation, and innovative solutions to overcome the challenges that lie in implementation. If Assam can rise to this task, it will not only secure a brighter educational future for its children but also set an example for multilingual education that can inspire the entire nation. The promise of a vibrant, inclusive, and culturally rich Assam rests in the classrooms where children learn to dream, question, and create—in the languages that first taught them to speak.