Should pre-primary children be taught in their mother tongue?
Yes, where possible. NEP 2020 and the NCF-FS recommend the home language or mother tongue as the medium of learning in the foundational stage, with other languages introduced gradually. UNESCO's research also supports mother-tongue-based multilingual education. In English-medium schools, teachers can still use children's home languages to explain, welcome and connect.
What this means in practice
Children learn concepts best in a language they understand. Strong home-language skills support later English learning.
Practical multilingual teaching
- Greet children in their languages
- Use bilingual labels
- Include home-language rhymes and stories
- Allow children to answer in their language
- Invite parents to share songs
In international settings
In the Gulf or Africa, classes may include many languages; use visuals, gestures and peer support.
Balancing English and home languages
Many English-medium schools ask teachers to use English most of the time. You can still respect home languages: explain a difficult idea briefly in the home language, then repeat it in English; learn greetings in children's languages; and invite families to share songs. This helps children understand and feel valued, while building their English steadily.
Practical next steps
- Find out each child's home language.
- Add bilingual labels.
- Plan weekly home-language activities.
Common follow-up questions
Does mother-tongue teaching delay English?
Research suggests strong home-language skills support learning other languages.
What does NEP 2020 say?
It recommends the home language as the medium of instruction where possible, at least to Grade 5.
Sources
- Ministry of Education: National Education Policy 2020
- NCERT: National Curriculum Framework for Foundational Stage 2022
- UNESCO: Mother tongue-based multilingual education
Course facts from APTTI's published course pages, checked 10 October 2026. Editorial policy.