What is it about?
This study examines how teachers in Punjab, India, can make English classes more inclusive by using students’ home languages, such as Punjabi and Hindi, alongside English. This approach, called translanguaging, helps students understand lessons better and feel more confident. It also supports India’s National Education Policy 2020, which encourages multilingual education. We surveyed 45 teachers and interviewed 5 of them to learn how they use translanguaging, the benefits they see, and the challenges they face. Teachers said that using home languages makes learning easier and helps students feel included, but they also struggle with limited training, strict school rules, and pressure to teach only in English.
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Why is it important?
This study is essential for several reasons: 1. Promotes Linguistic Equity: Using home languages alongside English reduces inequality and validates cultural identity. 2. Supports NEP 2020 Goals: Aligns with India’s policy for multilingual education and inclusion. 3. Improves Learning Outcomes: Helps students understand better, lowers anxiety, and boosts confidence. 4. Empowers Teachers: Highlights teacher creativity and need for training to overcome English-only norms. 5. Adds Global Value: Offers insights for multilingual education worldwide from Punjab’s unique context.
Perspectives
Writing this article was an enriching experience. I am especially grateful to my co-author, who helped me at every step. It allowed me to explore a topic I am deeply passionate about: how language can be a tool for equity, diversity and inclusion. Translanguaging is often seen as a technical concept, but for me, it represents something much bigger. It is not only about recognising that every learner brings their languages and identities into the classroom, but also about giving every learner a voice and making classrooms fairer. I hope this article helps educators and policymakers see that multilingualism is not a barrier but a resource. In a world where English often takes centre stage, I wanted to show that valuing home languages can transform learning and empower students. If nothing else, I hope readers find this work thought-provoking and consider how small changes in classroom practice can open doors to greater fairness, belonging, and equal opportunities for all learners.
Preeti Suri
Coventry University
Read the Original
This page is a summary of: Redefining English language teaching in Punjab, AILA Review, December 2025, John Benjamins,
DOI: 10.1075/aila.25006.sur.
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