In linguistically diverse regions such as Northeast India, education is not only a
tool for academic development but also a means of preserving cultural identity.
With more than 200 indigenous languages spoken in the region, multilingual
education (MLE) has emerged as a promising strategy to address the dual goals
of academic achievement and cultural preservation. This study explores the
effectiveness of multilingual education in promoting both academic outcomes
and cultural identity among students in the states of Assam, Nagaland,
Mizoram, and Manipur.
Using a mixed-method research approach, the study surveyed 400
students and 80 teachers across 40 schools offering multilingual instruction, and
conducted interviews with policy makers, linguists, and tribal leaders. The
research focused on three key areas: (1) language of instruction and its impact
on comprehension and learning; (2) students’ sense of cultural belonging; and
(3) performance in multilingual vs. monolingual educational environments.
Two main tables are presented: (1) comparison of academic scores
between students in multilingual and monolingual schools; and (2) correlation
between mother tongue-based instruction and cultural identity scores. The
findings reveal that students taught in their mother tongue in early years
perform better in language and cognitive assessments, and also demonstrate a
stronger sense of pride in their ethnic identity. Teachers report improved engagement, retention, and classroom participation when instruction is
culturally and linguistically contextualized.
The study concludes by recommending policy frameworks that support mother
tongue-based multilingual education (MTB-MLE), inclusive curriculum design,
and teacher training in indigenous languages. In a region as linguistically rich
and politically sensitive as Northeast India, multilingual education is not just a
pedagogical tool—it is a pathway to equity, identity, and academic
empowerment.