_*മൗന നിലവിളികൾ _*
ആന ചെരിഞ്ഞത്
കെട്ടുകഥയല്ലെന്നു
മറവിതീർത്ത
യാങ്കി അഹന്തയോട്
കുഞ്ഞനുറുമ്പ്
കൊഞ്ഞനം കുത്തി.
ചോരയിൽ കുതിർന്ന
നഷ്ടസ്വപ്നങ്ങൾ
ഒരുറുമ്പും
ചെറുതല്ലെന്നു
തേങ്ങുന്നുണ്ടായിരുന്നു.
വേണ്ടായിരുന്നു ....
ഹോർമുസ് തിരമാലകളുടെ
മൗന നിലവിളികൾ
ഹൃദയഭേദകമായിരുന്നു.
ക്രൂരന്റെ കാലിൽ
മരണ വെപ്രാളത്തിൽ
കടിച്ചതാണെന്ന
ഉറുമ്പിന്റെ കരച്ചിൽ
ഉന്മൂലന ആനകൾ
കേട്ടതേയില്ല...
എപ്പോഴാണ് ഒരാൾ പരാജിതനാവുന്നത്?
ദേഹേഛകൾ അനിയന്ത്രിതമാകുമ്പോഴാണ്
ഗുരു പ്രതിവചിച്ചു.
ഇഷ്ടരുടെ അത്യാവശ്യങ്ങൾക്ക്
നിസ്സഹായരായി നിൽക്കുമ്പോഴാണ്
കൂട്ടുകാരന്റെ മറുപടി.
"നീ മരിച്ചാൽ
ഞാനെന്തിന് വരണം
എനിക്ക് നീ മരിക്കുന്നില്ലല്ലോ "
It is a collection of six stories. Hareesh is a well known author who got Kerala sahitya Academy award in 2016 for his collection of stories named Adam. His famous novel is Meesha.
The first story in this collection titled as Appan is a story about a teacher named Looka Sir, who died under the books . His favorite writer was K P Appan and his son realized that after his death. His autobiography ‘Thanichirikkumbol oormmikkunnath’ picked by the son Francis . Page seventeen titled ദൈവത്തിന്റെ നീരീശ്വരത്വം
Experience on Sathar
Understanding how students’ home languages influence school achievement has led to different theoretical explanations. Two major perspectives that shaped educational linguistics—especially in multilingual societies—are Deficit Theory (Eller, 1989) and Discontinuity Theory. These theories explain why learners from certain linguistic backgrounds may face challenges in school.
Deficit Theory argues that children from non-dominant linguistic or cultural backgrounds lack the necessary language skills, abilities, or cultural experiences needed for academic success. According to this theory, the problem lies with the child, family, or community.
Eller (1989) and other deficit theorists assumed that:
Home language/dialect is “inferior” or “impoverished”
Students come to school linguistically disadvantaged
Language errors show cognitive or cultural deficiency
Schools do not need to adapt; children must change
This theory leads teachers to believe:
Children fail because their home language is inadequate
“Standard” school language (e.g., English) is superior
Non-standard dialects need to be corrected or replaced
It justifies assimilationist teaching practices, such as:
Strict correction of home-language features
Discouraging use of mother tongue in school
Focusing on “remedial” or “compensatory” programs
Modern research strongly rejects Deficit Theory because:
All languages/dialects are systematic and rule-governed
Home language supports cognitive development
Children are not linguistically deficient; school practices are inequitable
It promotes stereotypes, low expectations, and marginalization
Example:
A child who speaks a non-standard dialect of Malayalam or Urdu is seen as “weak in language,” even though the dialect is rich and complex. Their struggle is due to mismatch—not deficiency.
Discontinuity Theory argues that the problem is not deficiency, but a mismatch or discontinuity between home language practices and school language practices.
It suggests that:
Children’s home language and school language differ in vocabulary, discourse style, and rules
Schools expect linguistic behavior that children have not been socialized into
Students face difficulties because school language practices are unfamiliar—not because they are inadequate
Discontinuity is found in:
Language codes
Home: informal, context-rich language
School: formal, abstract, decontextualized language
Communication styles
Home: storytelling, oral traditions
School: written, analytical, linear communication
Interaction patterns
Home: collaborative, shared speech
School: individual, teacher-controlled discourse
The focus shifts from “child is the problem” to:
Schools must bridge home–school language gaps
Teachers should integrate students’ linguistic resources
Multilingual pedagogies are needed
Respect for dialects and mother tongues improves learning
Example:
A child who speaks tribal dialects at home struggles with academic English—not because they lack ability, but because school language demands are discontinuous with home practices.
| Deficit Theory | Discontinuity Theory |
|---|---|
| Blames the child/family | Blames the home–school gap |
| Home language seen as inferior | Home language seen as different, not wrong |
| Emphasizes remediation | Emphasizes bridging strategies |
| Supports assimilation | Supports bilingual/multilingual education |
| Leads to low expectations | Builds on student strengths |
Both theories influence how teachers interpret student performance.
Deficit perspectives still exist in subtle forms when teachers see dialect-speaking children as slow or weak.
Discontinuity approaches encourage modern inclusive practices like translanguaging, mother-tongue-based instruction, and culturally responsive teaching.
Language is central to all learning. For most children, the language they encounter at home is the foundation of their earliest cognitive, social, and emotional development. When they enter school, however, the language of instruction may be different from their home language or dialect. This intersection between home language and school language creates a set of complex dynamics that significantly shape students’ learning experiences, identity formation, participation, and overall academic achievement. Understanding these dynamics is crucial for teachers, as it influences classroom interactions, pedagogy, and the inclusiveness of the learning environment.
The home language equips children with essential tools for thinking, problem-solving, and social communication. It plays a major role in shaping cognitive development and cultural identity. Children use their home language to interpret new information, form relationships, and express emotions. Research in linguistics and educational psychology highlights that strong skills in the first language enhance the acquisition of additional languages. Thus, when students’ home language is recognized and valued in school, it promotes confidence, motivation, and a positive attitude towards learning.
Schools often adopt the standard or dominant language of the region as the medium of instruction. While this standard language is considered necessary for academic success and societal mobility, it may not align with the linguistic background of many learners, especially in multilingual and multicultural contexts like India. For students who are not proficient in the school language, classroom learning becomes a challenge. They struggle not because of cognitive limitations, but because of linguistic barriers. Accessing textbooks, understanding teachers’ instructions, writing assessments, and participating in discussions become demanding tasks.
One of the most significant impacts of school–home language mismatch is the creation of linguistic hierarchies. The school language often possesses greater social prestige, being associated with power, literacy, and opportunities, while home languages or dialects may be regarded as inferior or “nonstandard.” This implicit hierarchy can marginalize students, making them feel that their language, culture, and family background are less valuable. As a result, students may become passive learners, reluctant to speak in class, or even ashamed of their linguistic identity.
These power dynamics also influence teachers’ expectations. Teachers may unconsciously assume that students who speak the standard language are more intelligent or capable. This bias impacts assessment, classroom participation, and the teacher–student relationship.
Language shapes students’ classroom behavior. Learners who are comfortable in the school language actively participate, ask questions, and demonstrate understanding. However, those with limited proficiency tend to remain silent, avoid interaction, or depend heavily on rote learning. Group work, discussions, and inquiry-based learning suffer when some students cannot fully express their ideas. In such classrooms, the teacher often dominates talk, limiting opportunities for collaborative construction of knowledge.
Furthermore, students may misinterpret instructions or fail to follow lesson objectives simply because the language used is unfamiliar. This often leads to lower academic performance, not due to lack of capability, but due to language-related obstacles.
Language is also a carrier of culture. When the school language is different from the home language, children may feel alienated from their cultural identity. They experience a cultural disconnect, as stories, examples, metaphors, and classroom conversations may not relate to their lived experiences. This affects not only academic engagement but also emotional well-being. Students may internalize feelings of inadequacy, leading to anxiety, low self-esteem, or withdrawal from learning activities.
Teachers play a critical role in addressing home–school language differences. Inclusive language practices can bridge the divide and create equitable classrooms. Some effective strategies include:
Using the home language strategically, especially in early grades, to scaffold understanding.
Encouraging translanguaging, where students use multiple languages naturally to make meaning.
Incorporating culturally relevant examples, stories, and texts from students’ linguistic backgrounds.
Adapting assessment methods to allow students to demonstrate knowledge even when language proficiency is low.
Developing bilingual or multilingual teaching materials where possible.
Validating students’ home languages by acknowledging their richness and legitimacy.
When teachers create a linguistically responsive environment, students feel respected and empowered, leading to better learning outcomes.
When schools acknowledge and value home languages, several positive outcomes emerge:
Improved comprehension and academic performance
More confident classroom participation
Stronger student–teacher relationships
Increased motivation to learn additional languages
Enhanced linguistic awareness and cognitive flexibility
A more inclusive and democratic classroom culture
Such classrooms also promote social harmony, reduce discrimination, and celebrate linguistic diversity—important goals in a multicultural society.
The dynamics between home language and school language significantly influence students' learning experiences, participation, identity, and academic success. When the school language differs from the home language, learners face cognitive, emotional, and social challenges. These challenges are intensified by societal power structures that privilege standard languages over local languages or dialects. However, with thoughtful and inclusive teaching practices, schools can turn linguistic diversity into a pedagogical asset rather than a barrier. Recognizing the value of students’ home languages and integrating them into classroom practice not only supports effective learning but also fosters a more equitable and child-centered education system.
Language plays a crucial role in learning, identity formation, and social interaction. Children come to school with rich linguistic resources—their home language or dialects. Schools, however, often demand proficiency in a standard language for instructional purposes. This creates power imbalances and affects learning outcomes.
Home Language refers to:
The language or dialect used in a child’s family and community.
The medium of daily communication, cultural expression, and identity.
Learned naturally through interaction.
Often rich in oral tradition, stories, and cultural knowledge.
May differ from the standardized language used in formal education.
School Language is the language selected for formal schooling, textbooks, and assessments.
Usually a standardized, prestigious, and codified form of a language.
Examples: Standard English, Standard Hindi, Standard Malayalam.
Has fixed grammar, vocabulary, and rules.
Considered the “correct” or “proper” form of language.
Associated with literacy, power, and academic success.
Seen as the language of education, government, and high-status jobs.
Gives social and economic advantage to those who speak it fluently.
Creates a hierarchy where standard language speakers are privileged.
Home languages/dialects are often labelled as “inferior,” “broken,” or “incorrect.”
Children from marginalized linguistic backgrounds may be seen as less intelligent or less capable.
This leads to linguistic discrimination.
Cognitive Load:
Children are forced to learn content and language simultaneously, leading to learning difficulties.
Loss of Confidence:
Students who feel their home language is inferior may become silent and withdrawn in class.
Cultural Disconnect:
Their cultural identity is not valued in the classroom, leading to alienation.
Standard language = symbolic capital
→ Gives access to power, status, and opportunities.
Home languages = lesser-valued capital
→ Limited recognition in formal settings.
This creates social inequality based on language.
Schools indirectly teach:
Standard language = valuable
Home language = not suitable for academics
This shapes attitudes, reinforcing linguistic hierarchy.
Supports conceptual understanding (children express ideas better).
Strengthens cultural identity and self-esteem.
Promotes bilingualism/multilingualism.
Enhances cognitive development.
UNESCO strongly recommends mother tongue-based education.
Allowing children to use their full linguistic repertoire in the classroom.
Using home language as a medium of instruction at early stages.
Including local stories, oral traditions, and examples in teaching.
Teachers should avoid correcting dialect differences as “errors” and instead encourage participation.
Incorporating home languages in activities, songs, conversational tasks, and projects.
The relationship between home language and school language is deeply tied to power, identity, and social inequality. Schools must move from a deficit view of dialects to an asset-based approach, recognizing all languages as valuable. Doing so supports learning, promotes equity, and builds confident multilingual citizens.
