Mother Tongue-Based Multilingual Education in Assam: A Comparative Study of Bodo and Bishnupriya Manipuri Communities
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Abstract
Mother tongue-based education (MTBE) plays a critical role in fostering inclusive, equitable, and effective learning, especially within linguistically diverse contexts such as Assam, India. This study investigates the implementation, perception, and sustainability of MTBE among two linguistically distinct communities in Assam: the Bodo and Bishnupriya Manipuri. Using a mixed-methods approach, data were collected from parents, students, teachers, and community members through structured questionnaires, interviews, and focus group discussions. The findings reveal significant disparities in the institutional support and community attitudes toward mother tongue education between the two groups. Bodo, benefiting from constitutional recognition and active advocacy by the Bodo Sahitya Sabha, enjoys stronger institutional backing, including availability of textbooks, trained teachers, and curriculum integration across educational levels. Conversely, Bishnupriya Manipuri faces challenges due to contested linguistic identity, lack of official recognition, and limited institutional resources, which impede its sustainable development in formal education. Despite these challenges, both communities expressed strong support for mother tongue education, recognizing its role in cultural preservation and cognitive development. However, Bishnupriya Manipuri stakeholders reported less teacher support and weaker language use within formal educational settings. The study underscores the importance of positive attitudes, community involvement, and government support in sustaining MTBE. It also highlights the need for decentralised, community-led language planning that respects local sociopolitical contexts. This research contributes to broader debates on linguistic justice and multilingual education policy, emphasising that recognition alone is insufficient without sustained institutional commitment and resource allocation. The findings advocate for targeted interventions to strengthen MTBE in Assam, ensuring equitable access and promoting linguistic diversity in the educational system.
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