Indian Journal of Multidisciplinary Research and Studies

Beyond the Primary Gap of Implementing Mother Tongue Pedagogy in Tribal Secondary Classrooms: A Policy-Practice Analysis

A major challenge in implementing the National Education Policy 2020 in tribal secondary schools is that, while the policy supports multilingual education and teaching in the mother tongue, secondary schools still depend on single-language assessment systems. This disconnect, where the aim of incorporating many languages contrasts with the reality of monolingual board exams, affects the opportunities and outcomes for tribal students. In India, where many languages are spoken, language differences often reflect economic disparities. Language policies determine who can go to school and how well they can engage. The National Education Policy 2020 suggests teaching in the mother tongue at least until Grade 5, and ideally until Grade 8. However, efforts to promote multiple languages in secondary schools are still not fully developed or widely used. This article examines mother tongue teaching in tribal secondary schools. It looks at how the aims of the policy align with what happens in classrooms and what changes are needed to support multilingual education beyond primary grades. Data from interviews, observations, and student discussions show that consistent use of the mother tongue enhances understanding, builds disciplinary literacy, and reinforces identity. However, institutional barriers, such as monolingual exams, a lack of textbooks, and gaps in teacher training, hinder broader structural change. The article argues that effective multilingual reform at the secondary level requires coordinated changes in curriculum design, assessment methods, teacher education, and community involvement. When mother tongue teaching is recognized by institutions, it not only helps with academic success but also promotes fairness and continuity in language use.