Abstract

This case study investigates the current status and challenges of mother tongue-based education in Manipur’s hill districts, home to numerous tribal communities with distinct languages. Based on a survey of 251 respondents including parents, teachers, community leaders, and students the study explores language use in education, availability of teaching materials, language proficiency, and community preferences. The findings reveal a strong disconnect between children’s home languages and the medium of instruction in schools, which is usually English or Manipuri. Most schools lack textbooks or resources in local languages, and few teachers are trained or fluent in them. Nevertheless, there is widespread community support for using the mother tongue in early education, as it enhances comprehension, participation, and cultural identity. Major challenges include lack of insufficient teacher training, education materials, standard orthography, and community anxiety about English proficiency. The study highlights the importance of aligning educational practices with linguistic realities to promote equity, effective learning, and language preservation.

Keywords

Mother Tongue Education, Medium, Orthography, Indigenous,

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