Accessibility navigation


Effects of mother tongue education and multilingualism on reading skills in the regional language and English in India

Vogelzang, M., Tsimpli, I. M., Balasubramanian, A., Panda, M., Alladi, S., Reddy, A., Mukhopadhyay, L., Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 and Marinis, T. (2024) Effects of mother tongue education and multilingualism on reading skills in the regional language and English in India. TESOL Quarterly. ISSN 1545-7249

[img]
Preview
Text (Open Access) - Published Version
· Available under License Creative Commons Attribution.
· Please see our End User Agreement before downloading.

570kB
[img] Text - Accepted Version
· Restricted to Repository staff only

1MB

It is advisable to refer to the publisher's version if you intend to cite from this work. See Guidance on citing.

To link to this item DOI: 10.1002/tesq.3326

Abstract/Summary

In a highly multilingual country like India, challenges and opportunities arise in education and language policy. Although multilingualism is often associated with developmental advantages, Indian primary school children generally show low learning outcomes, specifically on literacy. Here we examine the influence of mother tongue education and multilingualism on the reading skills and reading comprehension of 1,272 Indian primary school children from low SES homes. The children performed the ASER literacy task in both the regional, majority language and in English, which was followed by newly developed reading comprehension questions. The results show that minority language speakers from monolingual households - who do not receive mother tongue education - underperform compared to majority language speakers when reading in the majority language. When reading in English, growing up in a multilingual household improves children’s performance. Finally, in sites which have a larger proportion of mother-tongue educated children, children perform better in literacy in the regional language and worse in English. Overall, these results provide insight into the influence of mother tongue education and multilingualism on reading abilities and show that more support is needed for minority language speakers to develop literacy in the majority language, and for all children to develop literacy in English.

Item Type:Article
Refereed:Yes
Divisions:Interdisciplinary Research Centres (IDRCs) > Centre for Literacy and Multilingualism (CeLM)
Arts, Humanities and Social Science > School of Literature and Languages > English Language and Applied Linguistics
ID Code:116133
Uncontrolled Keywords:literacy, reading comprehension, mother tongue education, multilingualism, minority language.
Publisher:TESOL

Downloads

Downloads per month over past year

University Staff: Request a correction | Centaur Editors: Update this record

Page navigation