Author(s)

Mingchuan Ma, Chunpeng Lu

Corresponding Author

Mingchuan Ma

Abstract

India has many languages; therefore, education policy should include them for equity and accessibility. This report analyzes India's multilingual education challenges and proposes solutions. Differences between students' native languages and teaching languages are the main difficulty. English proficiency frequently depends on social status and educational advantages. The 2020 Indian National Education Policy emphasizes mother or native languages and regional languages in primary education. This method improves the trilingual formula, which reduces student attrition and improves language skills. The scheme's success has been hampered by limited funding and policy implementation issues across sectors. This paper examines language policy in Kenya and Singapore to underline the need of adaptive and comprehensive education policies that recognize linguistic diversity and give equal opportunity for all language groups. Kenya has improved children's language skills and academic performance by using local language and progressively adding English in early school. By using English as the major language and teaching students their home language as a secondary language, Singapore has achieved educational inclusivity and diversity. Based on international experiences, this article proposes ways to improve India's trilingual strategy. To promote educational fairness and social cohesiveness. A better trilingual method improves kids' academic, social, and occupational abilities, according to research. The essay concludes that these policies may be costly and difficult to implement and recommends more efficient and comprehensive multilingual education policies to maintain development and success in the Indian education system.

Keywords

Multilingual Education; India; Linguistic Equity