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@article{195205,
        author = {UJJALA DAS},
        title = {Exploring Teacher Experiences and Challenges in Implementing Multilingual Approaches in EMRS, Bhadradri Kothagudem},
        journal = {International Journal of Innovative Research in Technology},
        year = {2026},
        volume = {12},
        number = {10},
        pages = {6848-6861},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=195205},
        abstract = {India, by its very nature, is a multilingual country, hence, making the question of multilingual education both inevitable and essential. The promotion of mother tongue and multilingual education (MME) has been a cornerstone of India’s educational policy, particularly significant in tribal contexts where linguistic diversity plays a vital role in cultural preservation and learning outcomes. Eklavya Model Residential Schools (EMRS), established for tribal students, aim to foster inclusive education while accommodating multiple languages. However, the practical implementation of multilingual approaches often presents unique challenges for teachers. This study explores the experiences and challenges teachers face in implementing MME in EMRS located in Bhadradri Kothagudem district, Telangana. Adopting a mixed-method design, the research combines questionnaire-based survey data from 40 EMRS Language teachers with in-depth semi-structured interviews conducted with these purposively selected participants. The questionnaire was prepared by the researcher to investigate the teachers’ language proficiency, use of methods, materials, and challenges in implementing a multilingual approach in a classroom setting. Quantitative data were analyzed using descriptive statistics to identify patterns in teacher preparedness and resource availability, while qualitative narratives were thematically coded to provide deeper insights into pedagogical challenges. The findings reveal that while teachers strongly acknowledge the pedagogical importance of mother tongue-based instruction, they encounter significant obstacles, including limited teaching resources in tribal languages, inadequate training in multilingual pedagogy, and difficulties in managing classrooms characterized by linguistic heterogeneity. By documenting teachers’ lived experiences, this research contributes evidence-based insights for policymakers, curriculum designers, and teacher educators. Strengthening institutional support and targeted professional development can enhance the role of EMRS as inclusive educational spaces that balance linguistic diversity with academic achievement.},
        keywords = {Bhadradri Kothagudem, EMRS, Multilingual Education, Mother Tongue, Tribal Education, Teacher Experiences},
        month = {March},
        }