Chakraborty, Malay2026-06-012026-06-012026Chakraborty, M. (2026). From mother tongue to multilingual classroom: Inclusive education and the role of indigenous languages in North Bengal. In G. Rajbanshi, F. Hossain, & S. Adhikary (Eds.), Contemporary aspects of environment, society, and livelihood (pp. 44-60). Shankhik Publication.http://gbm.ndl.gov.in/handle/123456789/239Mother tongue–based education has increasingly been recognised as a foundational component of inclusive and equitable learning systems across the world. International organisations such as UNESCO, along with landmark policy frameworks like the Salamanca Statement (1994) and India’s National Education Policy (2020), have consistently emphasised the pedagogical, cognitive, and socio-cultural importance of educating children in their first language during the early years of schooling. However, in many multilingual regions, indigenous languages continue to remain marginalised within formal education. North Bengal represents one such linguistically diverse region where the Rajbanshi language functions as a vital medium of cultural expression, collective memory, and everyday communication for a large population. Despite its widespread use and rich literary and oral traditions, Rajbanshi has historically been excluded from mainstream classroom practices. This paper argues that such exclusion not only affects learning outcomes but also undermines learners’ cultural identity and sense of belonging. Adopting a conceptual and qualitative approach, the study draws upon international educational theories, policy documents, and regional academic initiatives to explore the potential of Mother Tongue–Based Multilingual Education (MTB-MLE) in North Bengal. It examines how a multilingual classroom model—integrating the mother tongue (L1), the regional/state language (L2), and English as a global language (L3)—can simultaneously promote cognitive development, linguistic competence, and social inclusion. The paper further highlights the role of higher education institutions in North Bengal that have initiated diploma and certificate programmes in the Rajbanshi language and folk traditions, demonstrating growing academic recognition of indigenous knowledge systems. The study concludes that integrating indigenous languages into formal education is not an impediment to global competence; rather, it is a crucial pathway towards inclusive, culturally responsive, and sustainable education.SOCIAL SCIENCES::Social sciences::EducationBook chapter