Breaking the English-Only Rule in Punjab
What is it about?
This study examines how teachers in Punjab, India, can make English classes more inclusive by using students’ home languages, such as Punjabi and Hindi, alongside English. This approach, called translanguaging, helps students understand lessons better and feel more confident. It also supports India’s National Education Policy 2020, which encourages multilingual education. We surveyed 45 teachers and interviewed 5 of them to learn how they use translanguaging, the benefits they see, and the challenges they face. Teachers said that using home languages makes learning easier and helps students feel included, but they also struggle with limited training, strict school rules, and pressure to teach only in English.
Why is it important?
This study is essential for several reasons: 1. Promotes Linguistic Equity: Using home languages alongside English reduces inequality and validates cultural identity. 2. Supports NEP 2020 Goals: Aligns with India’s policy for multilingual education and inclusion. 3. Improves Learning Outcomes: Helps students understand better, lowers anxiety, and boosts confidence. 4. Empowers Teachers: Highlights teacher creativity and need for training to overcome English-only norms. 5. Adds Global Value: Offers insights for multilingual education worldwide from Punjab’s unique context.