SANKALPA

Abstract

This study investigates the effectiveness of integrating Telugu and multilingual instructional strategies in enhancing reading skills among tribal ESL learners in India. The research is motivated by the need for culturally responsive pedagogical approaches that honour the linguistic heritage of indigenous communities while addressing their unique educational needs. Utilizing a mixed-methods design, the study involved 100 tribal students (Khammam and Bhadradri districts) who participated in an eight-week intervention, consisting of culturally relevant reading materials presented in their native languages alongside Telugu. Quantitative data collected from pre- and post-intervention assessments indicated a significant increase in reading proficiency, with an average improvement of 27 points and a large effect size (Cohen’s d = 2.20). Complementing these results, qualitative interviews with educators and students highlighted themes of increased engagement, motivation, and a strong connection to cultural identity. The findings underscore the importance of implementing bilingual education and multilingual strategies in literacy instruction to enhance educational outcomes for marginalized populations. Recommendations for educational practice include the development of culturally relevant curricula, ongoing teacher training, and policy reforms to support bilingual education initiatives. This study contributes to the growing body of literature advocating for inclusive educational practices that recognize the linguistic and cultural diversity of ESL students, ultimately promoting greater equity and inclusion in literacy education.