Standard vs. Native: The Linguistic Dilemma of First-Generation Tribal Learners in West Bengal

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ID: 310712
2025
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Abstract
Language is more than a means of communication, it is a powerful expression of identity, culture, and belonging. Every individual’s linguistic repertoire reflects their history, traditions, and social environment, shaping how they understand themselves and relate to others. Yet, in many contexts, this natural link between language and identity is disrupted by the dominance of politically or socially privileged languages. When communities are forced to abandon their native tongues in favour of standardized or official languages, it often leads to a crisis of identity, cultural dislocation, and social marginalization. In India’s education system, this tension is especially evident. Schools frequently favour a single dominant language, sidelining indigenous and tribal languages that are deeply rooted in students’ lives. This linguistic exclusion not only affects learning outcomes manifesting in low enrolment, high repetition, and dropout rates but also damages learners' self-esteem, cultural pride, and sense of identity. Tribal children, in particular, face significant challenges when their home languages are dismissed as inferior or irrelevant.
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imported_1768940540_696fe3fc5641f Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Deepa Mehta
Journal International Journal of Science and Social Science Research
Year 2025
DOI
10.5281/zenodo.15706824
URL
https://www.ijsssr.com/j/article/view/341
Keywords Keywords not found

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