Measuring the multilingual reality: lessons from classrooms in Delhi and Hyderabad

• Published in: International journal of bilingual education and bilingualism Vol. 25; no. 6; pp. 2208 - 2228
• Main Authors: Lightfoot, Amy, Balasubramanian, Anusha, Tsimpli, Ianthi, Mukhopadhyay, Lina, Treffers-Daller, Jeanine
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 03.07.2022; Taylor & Francis Ltd
• Subjects: classroom; Classroom Communication; Code switching; Code Switching (Language); Comparative Analysis; Disadvantaged; Dravidian Languages; English (Second Language); English as a second language; English as a second language teaching methods; English for academic purposes; Foreign Countries; India; Indo European Languages; Language; Language of Instruction; Language Usage; Mathematics Education; Mathematics Instruction; Multiculturalism & pluralism; Multilingual education; Multilingualism; Native Language; Negotiation; Rural urban differences; Schools; Second Language Instruction; Second Language Learning; Slum Schools; Teacher Attitudes; Teachers; Teaching Methods; Telugu; translanguaging; Urban Areas; India; Delhi India; Hyderabad India
• ISSN: 1367-0050; 1747-7522
• DOI: 10.1080/13670050.2021.1899123

India's linguistic diversity is reflected in classrooms across the country, where multiple languages are used by teachers and learners to negotiate meaning and instruction - a multilingual, multicultural student body is the norm, whether in urban or rural contexts. This study documents teaching practices in English language and maths lessons in Delhi and Hyderabad, with a specific focus on language use. The findings from 104 classroom observations allow us to profile multilingual practices used in schools with different official mediums of instruction. Results reveal a predominant use of 'language mixing' in the classroom, in both English- and regional language-medium of instruction contexts - especially in English subject lessons. Maths lessons in regional-medium schools did not involve as much language mixing by the teachers but this was still a strong feature for learners. The data also shows differences between language use particularly when comparing English-medium schools in each city. Specifically, lessons in Delhi were characterised by absolutely no occurrences of English used on its own by the teachers (as recorded during five-minute intervals), compared to significantly greater use of English alone in Hyderabad English-medium and Telugu-medium schools. Delhi teachers appear to use a greater amount of language mixing during each lesson.