Linguistic Justice in India: Rethinking Language, Identity, and Education

Abstract

This paper attempts to understand the notion of linguistic justice within the educational context, especially as it relates to proper nurturing and development of children through appreciating and respecting native and home languages. It also critiques the polysyllabic nature of hegemonic languages taught in formal education systems and their ramifications on students as far as identity, cognitive development, and cultural affiliation is concerned. This research seeks to fill this gap by synthesizing the literature on multilingual education, linguistic rights, and teaching in the vernacular and proposing pedagogical practices that support the validation of students’ new languages with the inclusion of students' languages in the teaching process.

The research articulates the urgency of addressing equity gaps in education by ensuring justice in the use of language. It also highlights the active roles that educators, policymakers, and communities need to assume in the transformation of classrooms into embracing linguistic and cultural diversity. When equitable power dynamics shift and home and native languages are embraced, the classroom can be repositioned as a site of power and justice for all learners.