Mother Tongue, Multilingual Classrooms: NEP’s Promise for J&K

The National Education Policy (NEP) recommends the home language/mother tongue as the medium of instruction at least up to Grade 5, and preferably till Grade 8. For Jammu & Kashmir (J&K), this guidance lands in a rich linguistic landscape: Urdu, Kashmiri, Dogri, Gojri, Pahari and more—coexisting with English as a language of aspiration and mobility. Framing this as a competition between “English” and “mother tongue” misses the point. NEP urges additive multilingualism: build strong concept understanding in familiar languages while creating bridges to English.

This article translates that principle into classroom practice for J&K. We outline how to plan bilingual lessons, how to assess fairly across languages, and how school complexes can share materials so small schools aren’t left behind. Along the way, you’ll find sample routines, parent-facing ideas, and low-tech supports that work even when connectivity is patchy.

Why mother tongue first?

Children grasp concepts faster in a language they think and dream in. When we introduce new ideas using familiar sounds and scripts, cognitive load stays low and curiosity stays high. A child who can explain evaporation in Kashmiri or Dogri can learn the English terms later with far less effort. The sequence is: meaning first, labels next. That sequence is both humane and efficient.

A practical model for schools

Early grades (1–3): Mother tongue for concept-building and classroom routines. English introduced as a language—rich oral exposure, songs, chants, and picture talk.
Preparatory (4–5): Bilingual materials for core subjects. Maintain dual-language glossaries and label classroom resources in two scripts.
Middle (6–8): Gradual shift to topic-wise bilingual notes; explicit bridging lessons for key scientific and mathematical terminology.
Secondary (9–12): Flexible subject-wise choice of language with bridging supportfor learners transitioning to English-medium texts.

Designing bilingual lessons

Bilingual teaching is not constant translation. It is planned alternation that preserves flow. A simple three-step frame works across subjects:

Hook in home language (story, analogy, quick demo).
Explain and practice in the dominant class language; invite student restatements in either language.
Bridge to English: introduce keywords/phrases; use echo reading and dual-language anchor charts.

For mathematics, pair problem contexts with local markets and seasons. For science, keep a “term bank” where the class records new English terms with home-language meanings and sketches.

Managing mixed-language classrooms

Many J&K classrooms include multiple home languages. Use peer explainers—students who can restate an idea for a neighbour in their shared language. Seat students in rotating pairs, and normalize quick whispers of translation during independent work. Post two or three class norms: “Explain to help, not to copy,” “Use home language for meaning; use English for key labels,” and “Everyone speaks at least once.”

Assessment that is fair across languages

Where possible, assess concept mastery independent of language. Let students draw, label in the language they know, or explain orally. For written tests, provide bilingual keywords and accept answers in either language for early grades. Keep a separate track for English language proficiency so a child’s science score reflects science understanding, not only English.

Teacher supports that work

Create shared bilingual repositories of worksheets and notes at the school-complex level.
Build dual-language glossaries for each subject and keep them visible in classrooms.
Use micro-PD sessions to rehearse bilingual routines: echo reading, turn-and-talk, think-pair-share.

Materials: low-cost, high-use

You don’t need expensive kits to teach bilingually. Start with dual-language picture cards, anchor charts with key terms, bilingual readers sourced locally, and a small audio library of stories told by community members in different languages. A shared laminator at the complex office can make cards durable for circulation.

Bridging to English without fear

Build confidence before correctness. Use choral and echo reading to reduce anxiety. Celebrate small wins: “You used the new word correctly in your sentence.” Write sentence frames on the board— “I observe…,” “I predict…,” “This increased because…”. Encourage students to draft in home language, then translate together into English, discussing choices.

Parent and community partnership

Families are your language allies. Invite parents to share a five-minute story in their language once a month. Send home conversation cards with prompts in two languages—talk about weather, markets, festivals. Encourage families to point out bilingual signboards during walks; children can photograph and build a class collage of multilingual life in their village or town.

School complex playbook

Week 1: Complex-level materials drop—dual-language term banks and picture cards.
Week 2: Roving reading circle—older students read bilingual stories in cluster schools.
Week 3: Teacher circle—swap anchor charts and co-create a new glossary.
Week 4: Data review—compare concept mastery vs. language proficiency; plan bridges.

Handling transitions between mediums

Some students shift schools or move between mediums (Urdu ↔ English). Create a transition packwith recent units’ bilingual notes, a list of must-know terms, and two pages of practice problems. Pair the student with a peer buddy and schedule short check-ins for two weeks.

Monitoring progress without overload

Use lightweight trackers that capture comprehension, vocabulary, and participation weekly. Keep the system snapshot quarterly, but let classroom data remain quick, actionable, and owned by teachers. When a pattern shows up (e.g., vocabulary lagging), the complex can commission a themed materials pack—say, a festival glossary with visuals.

Frequently observed challenges—and fixes

Challenge: Students mix languages in answers. Fix: Accept mixed-code in early stages; model cleaner sentences over time.
Challenge: Time pressure to “finish the English book.” Fix: Use competency maps; blend bilingual practice without losing pacing.
Challenge: Teachers feel unsure about when to switch languages. Fix: Use the three-step frame and predictable routines.

The bottom line

Multilingual education in J&K is not a detour from excellence—it is the road to it. Start in the language that unlocks thinking, then build sturdy bridges to English. With shared materials, predictable routines, and fair assessment, schools can raise both understanding and confidence, ensuring students are ready for higher grades and the opportunities beyond.