Vol. 7, Issue 9, Part D (2021)

Abstract
The paper highlights the learnings of a research study focused on the development, implementation and assessment of a Mother Tongue Based Multilingual Education (MTB-MLE) program and its pilot testing with 24 children of kindergarten class (5-6 years) from the Laboratory Nursery School-Chetan Balwadi (CB), Department of Human Development and Family Studies, Faculty of Family and Community Sciences, The Maharaja Sayajirao University of Baroda, Vadodara. Established in 1949, the Lab School follows the progressive philosophy of John Dewey and has Gujarati (L1) as the medium of instruction. The researcher developed the MTB-MLE module using “Emergent Literacy” as a theoretical framework, with English as (L2). The module was activity based and emphasized on three focus areas of emergent literacy: listening, speaking and reading (recognition of letters). The module was implemented as part of the regular curricular program for 15 days, with each session lasting for 20 minutes per day. Data was collected through daily observations, recordings and assessment checklist. Quantitative and qualitative data analysis revealed that the MTB-MLE program was very effective. It was further observed that the higher the competencies in (L1), the easier it was for children to transfer the learning to (L2). Results further reveal that children should be given linguistic as well as affective support to learn and use both their L1 and their L2 fully. Early childhood educators/practitioners should receive pre-service, in-service training not only for L2 instruction but also in maintaining proficiency in L1 or the language of instruction in the early childhood classroom.