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

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.

This study seeks to examine the systemic challenges that arise from the dominance of standard languages in education. By focusing on the experiences of tribal learners, it explores how linguistic exclusion fosters identity crises, perpetuates discrimination, and deepens socio-cultural deprivation. By bringing attention to these issues, the research advocates for a more inclusive, culturally responsive, and multilingual approach to education that respects and empowers all learners.