SANKALPA

Abstract

This research investigates the impact of mother tongue (L1) on the learning of the English language by students in Tribal Welfare Residential Educational Institutions in Telangana, India. Based on language transfer theories, interlanguage theory, and linguistic interdependence, the study analyzes how structural aspects of tribal languages like Gondi, Koya, and Lambadi shape students' English proficiency in phonology, syntax, and grammar. Identifying repeated patterns of L1 interference that prevent the establishment of proper and fluent English use, the research uses qualitative classroom observation and error analysis of student writing samples. The findings indicate that mother tongue to English negative transfer frequently leads to long-term grammatical flaws, pronunciation issues, and restricted code-switching capabilities. These problems are compounded by the absence of mother tongue support in English-medium classrooms. The research emphasizes the call for linguistically responsive instruction that bridges students' home linguistic experience with second language teaching. The research calls for specific teacher training, L1-aware scaffolding strategies, and the implementation of mother tongue-based multilingual education (MTB-MLE) approaches to impact English learning among tribal students.