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Introduce tribal languages in schools: Edu min to govt

Introduce tribal languages in schools: Edu min to govt

Time of India16-05-2025
1
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Ranchi: The school education and literacy department has submitted a proposal to chief minister Hemant Soren, urging the govt to introduce tribal and
regional languages
in schools across the state, with an aim to promote
inclusive education
and
cultural preservation
.
The compiled report was formally submitted to the state school education minister Ramdas Soren, who in turn handed over it to the CM on Thursday night.
Earlier, the department constituted a committee which included the director of primary education, joint secretary of the department, and several officials with expertise in education and linguistics. They went on a three-day tour to Bengal and their primary responsibility was to study the integration of tribal and regional languages within the school education system there, where such practices have already been implemented successfully.
The main languages proposed for introduction in the state curriculum for Classes VI to X include Kurukh, Mundari, Ho, Santhali, and Kharia spoken among tribal populations in various districts of the state.
Administrative officer, S D Tigga, said, "The committee conducted an in-depth field study in Bengal, engaging with educators, curriculum developers, and language instructors to understand the implementation models, challenges, and benefits of regional language integration. Based on its findings, the committee compiled a comprehensive report detailing recommendations, feasible models for implementation, and suggested measures to ensure a smooth roll-out.
"
Tigga added, "The proposal is expected to form the basis of significant curriculum reforms aimed at preserving the state's rich linguistic heritage and improving educational outcomes for students from tribal communities."
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This is reflected in tribal student learning outcomes and dropout rates. Voice before vocabulary Much of the policy defence of the NEP, 2020 rests on the cognitive benefits of multilingualism. But language is not just a pedagogical tool; it is the first marker of identity, the anchor of one's emotional and cultural world. When education unfolds in a language alien to a child's lived experience, the classroom becomes not a place of discovery, but a site of anxiety. Global research reinforces this reality. UNESCO notes that children taught in their first language perform better academically, stay in school longer, and are more likely to engage actively in class. But beyond its measurable outcomes, mother-tongue instruction carries an essential normative weight. It affirms the learner's sense of self. It tells a tribal or rural child: your voice matters; it belongs here. 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