Author: Bidisha Nandy
DOI Link: https://doi.org/10.70798/PP/030210007
Abstract: Multilingualism has become a defining characteristic of contemporary societies, particularly in countries with rich linguistic diversity such as India. Classrooms today consist of learners who speak multiple languages and dialects, creating both opportunities and challenges for teachers. In this context, teacher education plays a crucial role in equipping educators with the skills, knowledge, and attitudes required to effectively implement multilingual pedagogy. Multilingual pedagogy recognizes students’ home languages as valuable resources for learning rather than obstacles, thereby promoting inclusive and equitable education. The National Education Policy (NEP) 2020 in India strongly emphasizes the importance of multilingual education and mother-tongue-based instruction in early schooling. However, many teachers lack adequate training to implement these approaches effectively. This paper explores the relationship between teacher education and multilingual pedagogy, highlighting the theoretical foundations, policy frameworks, and practical strategies necessary for preparing teachers to work in linguistically diverse classrooms. The study discusses the role of teacher training institutions, curriculum design, and pedagogical practices that promote multilingual competence among teachers. It also examines challenges such as limited resources, inadequate teacher preparation, and societal attitudes toward language hierarchies. Furthermore, the paper highlights the significance of professional development programs, culturally responsive teaching, and the integration of local languages in classroom instruction. The findings suggest that teacher education programs must incorporate multilingual pedagogical approaches, language awareness training, and practical teaching strategies to foster inclusive learning environments. By strengthening teacher education and promoting multilingual pedagogy, education systems can enhance learning outcomes, preserve linguistic diversity, and ensure equitable access to education for all learners.
Keywords: Teacher Education, Multilingual Pedagogy, Linguistic Diversity, Inclusive Education, NEP 2020, Language Policy, Teacher Training, Mother Tongue Education.
Page No: 45-49