MULTICULTURALISM FOR DEVELOPING MOTHER TONGUE IN ACCORDANCE WITH NCF 2005
Multiculturalism serves as a dynamic catalyst for the development and preservation of mother tongues, fostering a rich tapestry of linguistic diversity within societies. Embracing and celebrating various cultural backgrounds creates an environment where individuals feel empowered to maintain and pass on their native languages to future generations.
In the interconnected global landscape, the importance of nurturing mother tongues goes beyond mere linguistic identity; it becomes a means to preserve unique cultural heritage and strengthen social cohesion.
Multiculturalism may help to increase knowledge of words in mother tongue. Because in such classroom, learners possess different vocabulary from their family. Teacher can use this different vocabulary in group activities.
USEFUL AT PRIMARY LEVEL
NCF 2005 gives importance to all local language, even tribal language for adopting as medium of teaching at primary level. So, at primary level teachers have to manage such local language differences here.
NCF gave much emphasize on reading skill at primary level. Here reading material must contain aspects of different local cultures. It should be noted that at primary level lessons for reading should not include national and global culture. It should according to locality experiences of elementary learners.
Definition of mother tongue (in NCF) indicates the importance of neighbour, Mohalla, street and local environment language. So, teacher can plan to use such local language related experiences in multicultural class. For example, teacher can ask to collect words, phrases, sentences of neighbourhood which they learnt from them.
RECITATION OR PRONUNCIATION DIFFERENCES
At primary level through oral activities teacher can know the variation in recitation/pronunciation of specific words of mother tongue. It is possible that same words, consonants, vowels are pronounced differently due to locality (area, Mohalla, community, rural, urban) background. Teacher can diagnose error and even used correct pronunciation of learner with accuracy.
At primary language for improving writing in mother tongue, learners own cultural/community experiences should be used. For example teacher should give writing content from learner’s cultural/family experiences.
NCF suggest to use different forms (like story, poem, songs) to develop language creativity. So, teachers can give creative writing on the basis of family and local experiences.
NCF suggest to accept the language differences at initial level. So, teachers should not make a fun or discourage errorful differences in Mother Tongue.
USE TALENTED LEARNERS
On the guidelines of NCF, teacher can use talented learners to teach mother tongue in small groups. NCF suggest to use small groups. NCF suggest to use such learners as language learning resources.
NCF suggest to keep mother tongue as important at primary and secondary level of education. Introduction of English should not reduce its importance cultural differences should be used at all levels.
On the line of NCF, teacher can use social methods to improve mother tongue. He can use cooperative learning. In this groups should be made on the basis of difference of culture, background, community etc. It means multicultural groups for improving mother tongue.
LANGUAGE EFFICIENCY OF TEACHER
As suggested by NCF, teacher must have knowledge about variations of language in local society. This will help him to make learner comfortable while teaching mother tongue.
Textbook must include interesting and variety of cultural knowledge to which learners are related. Text book should be flexible at primary level. Local cultures and language variation must include it.
Such assessment helps learners to be active participant for mother tongue language. flexible and formative assessment in multicultural classroom is better.
NCF asks to encourage mother tongue education in private schools. Due to over emphasize of English these schools give less importance to native language. These schools also use cultural differences of learners to teach mother tongue.