By Gunjan Sharma
New Delhi, Mar 3: Forty per cent of the global population does not have access to education in a language they speak or understand, according to UNESCO’s Global Education Monitoring (GEM) team.
Despite countries’ growing understanding of the role of home language, policy uptake remains limited. Implementation challenges include limited teacher capacity to use home languages, unavailability of materials in home languages and community opposition, it said.
In some low- and middle-income countries, this figure rises to 90 per cent. More than a quarter of a billion learners are affected, GEM officials said, recommending nations to implement multilingual education policies and practices with the goal of creating educational systems that benefit all learners.
The team, which has come up with a report titled “Languages matter: Global guidance on multilingual education”, noted that as migration increases, linguistic diversity is becoming a global reality and classrooms with learners from diverse language backgrounds are more common. Over 31 million displaced youth are facing language barriers in education.
The report was compiled on the 25th anniversary of International Mother Language Day, celebrating a quarter-century of dedicated efforts to preserve and promote the use of mother tongues.
The report comes at a time when India is in the process of implementing the new National Education Policy (NEP) that advocates multilingual education. The three-language policy in school education has drawn opposition from some states.
“Today 40 per cent of people globally lack access to education in the language they speak and understand fluently. In some low- and middle-income countries, this figure rises to 90 per cent. More than a quarter of a billion learners are affected,” a senior GEM team member told PTI.
“The first thing to note is that over the course of this decade, which has been marked by the pervasive influence of technology in young people’s lives but also by the impact of COVID-19, learning levels have dropped sharply in both reading and mathematics. But the next thing to note is that the impact has been disproportionate on learners who are disadvantaged due to linguistic reasons,” the official added.
According to the analysis by the team, the gap between the two groups increased on average between 2010 and 2022, from 12 to 18 percentage points in reading and from 10 to 15 percentage points in mathematics. This suggests that learners who do not speak the language of instruction at home, whether for historical reasons or due to migration and displacement, are at a bigger risk of leaning loss.
“Countries face diverse linguistic challenges in education, stemming from both historical and contemporary factors. In the first category, often as a legacy of colonialism, languages have been imposed on local populations that prevented their use for instruction and created educational disparities.
“At the same time, large linguistic diversity in some countries presents challenges for education systems, as resources for implementing multilingual education programmes tend to be limited,” the report said.
In the second category, immigration brings new languages to classrooms in richer countries, enriching linguistic diversity but also posing challenges in instruction and assessment.
“These countries often grapple with issues such as language acquisition support for immigrant students, developing inclusive curricula that reflect diversity, and ensuring equitable access to quality education for all students, regardless of their linguistic background. The context each country faces means the policy solutions required are different,” it added.
The GEM team has recommended that educational language policies should prioritise context-specific approaches and language transition must be backed by curriculum adjustments and supported by teaching and learning materials adapted for that grade.
“In countries with significant immigrant populations, policies should support the development and implementation of effective bridging language programmes, qualified teachers, and support inclusive learning environments that cater to the diverse linguistic needs of all,” it said.
“In multilingual contexts, training should ensure proficiency in both home and second languages; teacher deployment could match the teacher’s language fluency with the language of instruction of the target school; early childhood educators should be trained on culturally and linguistically responsive pedagogy,” it added.
Planning for strong support systems outside of schools to ensure the success of new multilingual education policies and supporting school leaders to foster inclusion in schools are also among the recommendations.
“Countries should ensure that the selection, recruitment and training of school leaders includes a focus on fostering inclusion in schools, inclusive of multi-lingual students’ needs. School leader professional standards should emphasise the importance of collaboration between leaders and parents and the community to build bridges between linguistic groups,” it said. (PTI)
