THIRD LANGUAGE EDUCATION IN A MULTILINGUAL CONTEXT: CLASSROOM PRACTICES AND LANGUAGE ACHIEVEMENT IN CLASS VI IN ARUNACHAL PRADESH

Abstract

The present study examines the implementation and effectiveness of third-language education in Class VI in Arunachal Pradesh, focusing on classroom practices and language achievement across ten tribal languages. In the context of India’s multilingual education policy, the study investigates instructional methods, teaching-learning resources, teacher practices, student engagement, assessment procedures, and learners’ competencies in listening, speaking, reading, and writing. A mixed-method approach was adopted, drawing on data collected from 41 schools and 680 students across nine districts, supplemented by classroom observations and discussions with teachers, students, and community representatives. Student achievement was assessed in four areas: vocabulary, language usage, reading comprehension, and textbook-based questions. The findings reveal that classroom instruction predominantly relies on reading and explanation, with limited use of interactive strategies such as storytelling and dramatization. Listening and writing activities were relatively common, whereas speaking opportunities and communicative practice were limited. Assessment practices also varied across languages, indicating a lack of uniformity in evaluating language competencies. The overall average achievement score was 40.58%, suggesting considerable scope for improvement. Mean performance was highest in Tangsa (53.93%) and lowest in Wancho (23.80%). Language usage recorded the lowest average score (32.36%), while textbook-based questions showed comparatively better performance (48.20%). These differences should be interpreted in relation to instructional practices, learning resources, language exposure, and assessment conditions rather than as inherent differences in learners’ abilities. The study highlights the need for systematic teacher training, culturally relevant learning materials, interactive and communicative pedagogy, and consistent competency-based assessment. Strengthening these areas can improve learning outcomes while promoting inclusive education and preserving the linguistic and cultural heritage of indigenous communities in Arunachal Pradesh.