ARCHIVES
Year 2026 · Volume 6 · Issue 5
Original Article
Negotiating Multilingualism and Inclusion: Reimagining Teacher Roles in Tribal Classrooms under NEP 2020
Lovely Saw1
Chayanika Gogoi2
Vaishnavi Tripathi3
Dr. Bineeta4
1 2Junior Research Fellow, Faculty of Education, Banaras Hindu University, Uttar-Pradesh, India. 3 Research Scholar, Faculty of Education, Banaras Hindu University, Uttar-Pradesh, India. 4 Assistant Professor, Faculty of Education, Banaras Hindu University, Uttar-Pradesh, India.
Published Online: September-October 2026
Pages: 408-415
Cite this article
↗ https://www.doi.org/10.59256/ijrtmr.20260605044
References
1. Ajagara, A., Das Swain, R., & Gandhi, M. (2026). Multilingual education in practice: Bridging language barriers in tribal primary classrooms. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2026.2655837
2. Ball, S. J. (2015). What is policy? 21 years later: Reflections on the possibilities of policy research. Discourse: Studies in the Cultural Politics of Education, 36(3), 306–313. https://doi.org/10.1080/01596306.2015.1015279
3. Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge. https://doi.org/10.4324/9781315456539
4. Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Multilingual Matters. https://doi.org/10.21832/9781853596773
5. Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
6. Hornberger, N. H. (2002). Multilingual language policies and the continua of biliteracy: An ecological approach. Language Policy, 1(1), 27–51. https://doi.org/10.1023/A:1014548611951
7. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465
8. MacKenzie, P. J. (2009). Mother tongue first multilingual education among the tribal communities in India. International Journal of Bilingual Education and Bilingualism, 12(4), 369–385. https://doi.org/10.1080/13670050902935797
9. May, S. (2012). Language and minority rights: Ethnicity, nationalism and the politics of language (2nd ed.). Routledge.
10. McCarty, T. L., & Lee, T. S. (2014). Critical culturally sustaining/revitalizing pedagogy and Indigenous education sovereignty. Harvard Educational Review, 84(1), 101–124. https://doi.org/10.17763/haer.84.1.q83746nl5pj34216
11. Ministry of Education. (2020). National Education Policy 2020. Government of India. https://static.pib.gov.in/WriteReadData/userfiles/NEP_Final_English_0.pdf
12. National Council for Teacher Education. (2023). National professional standards for teachers (NPST): Guiding document. Ministry of Education, Government of India.
13. National Council of Educational Research and Training. (2023). National Curriculum Framework 2023. Government of India. https://ncf.ncert.gov.in/webadmin/assets/b27f04eb-65af-467f-af12-105275251546
14. Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97. https://doi.org/10.3102/0013189X12441244
15. Paris, D., & Alim, H. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85–100. https://doi.org/10.17763/haer.84.1.982l873k2ht16m77
16. Skutnabb-Kangas, T. (2000). Linguistic genocide in education—or worldwide diversity and human rights? Lawrence Erlbaum Associates.
17. Spolsky, B. (2004). Language policy. Cambridge University Press. https://doi.org/10.1017/CBO9780511615245
18. Tollefson, J. W. (2013). Language policies in education: Critical issues. Routledge.
19. Waitoller, F. R., & Thorius, K. A. K. (2016). Cross-pollinating culturally sustaining pedagogy and universal design for learning: Toward an inclusive pedagogy that accounts for dis/ability. Harvard Educational Review, 86(3), 366–389. https://doi.org/10.17763/1943-5045-86.3.366
2. Ball, S. J. (2015). What is policy? 21 years later: Reflections on the possibilities of policy research. Discourse: Studies in the Cultural Politics of Education, 36(3), 306–313. https://doi.org/10.1080/01596306.2015.1015279
3. Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge. https://doi.org/10.4324/9781315456539
4. Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Multilingual Matters. https://doi.org/10.21832/9781853596773
5. Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
6. Hornberger, N. H. (2002). Multilingual language policies and the continua of biliteracy: An ecological approach. Language Policy, 1(1), 27–51. https://doi.org/10.1023/A:1014548611951
7. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465
8. MacKenzie, P. J. (2009). Mother tongue first multilingual education among the tribal communities in India. International Journal of Bilingual Education and Bilingualism, 12(4), 369–385. https://doi.org/10.1080/13670050902935797
9. May, S. (2012). Language and minority rights: Ethnicity, nationalism and the politics of language (2nd ed.). Routledge.
10. McCarty, T. L., & Lee, T. S. (2014). Critical culturally sustaining/revitalizing pedagogy and Indigenous education sovereignty. Harvard Educational Review, 84(1), 101–124. https://doi.org/10.17763/haer.84.1.q83746nl5pj34216
11. Ministry of Education. (2020). National Education Policy 2020. Government of India. https://static.pib.gov.in/WriteReadData/userfiles/NEP_Final_English_0.pdf
12. National Council for Teacher Education. (2023). National professional standards for teachers (NPST): Guiding document. Ministry of Education, Government of India.
13. National Council of Educational Research and Training. (2023). National Curriculum Framework 2023. Government of India. https://ncf.ncert.gov.in/webadmin/assets/b27f04eb-65af-467f-af12-105275251546
14. Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97. https://doi.org/10.3102/0013189X12441244
15. Paris, D., & Alim, H. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85–100. https://doi.org/10.17763/haer.84.1.982l873k2ht16m77
16. Skutnabb-Kangas, T. (2000). Linguistic genocide in education—or worldwide diversity and human rights? Lawrence Erlbaum Associates.
17. Spolsky, B. (2004). Language policy. Cambridge University Press. https://doi.org/10.1017/CBO9780511615245
18. Tollefson, J. W. (2013). Language policies in education: Critical issues. Routledge.
19. Waitoller, F. R., & Thorius, K. A. K. (2016). Cross-pollinating culturally sustaining pedagogy and universal design for learning: Toward an inclusive pedagogy that accounts for dis/ability. Harvard Educational Review, 86(3), 366–389. https://doi.org/10.17763/1943-5045-86.3.366
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