Abstract:
India as a language area is one of the most interesting laboratories of multilingual
experience in the world (Khubchandani 1978). Many of the minority languages have
succumbed to changing socio-economic circumstances and many relentlessly forage
their way to recognition. It is exactly where in, questions of linguistic diversity and
language policy become imperative. Mostly when endangerment of a language is
discussed, our understanding veers around sociolinguistic aspect but then a language
has more to contribute to the holistic maturing of an individual and a community at
large, education being one of them. The Constitution of India, recognises the crucial
role played by mother tongues in early learning. Somehow, implementation of these
constitutional provisions fall short of their aspirations and we find continuous
assimilation of the autochthonous communities into the mainstream.
This dissertation weaves its core idea around the denial of schooling in the
mother tongue to children of tribal communities. The idea has been further expanded
to the picture of constant marginalisation of the indigenous, and how adequate
language planning in education can open up avenues for economic uplift. This
academic work ventures in scrutinizing the current situation of the schedule (tribal)
language, Santali. Santali‟s constant attempt to secure dynamic growth and wider
functionality in South Bengal, forms the basis of the research.
