Teaching English to Adult Learners in India Using the Mother Tongue Approach

The Mother Tongue approach involves using a learner’s first language (L1) to teach a second language (L2), in this case, English. For adult learners in India, this means using regional languages like Tamil, Kannada, or Hindi to explain English grammar, vocabulary, and concepts. For example, a teacher might use Hindi to clarify the difference between “I go” and “I am going” before practicing in English. This approach is particularly helpful for adults who may have limited English exposure, as it builds on their strong L1 skills to make learning less intimidating.

The approach aligns with India’s National Education Policy (NEP) 2020, which promotes multilingual education to enhance learning outcomes. While the policy focuses on children, its principles—using familiar languages to improve comprehension and engagement—can apply to adult learners, especially in a country where English is often a second or third language.

While most mother tongue-based programs in India traditionally target children, some initiatives can be adapted for adult learners:

• CBSE Primers: The Central Board of Secondary Education (CBSE) has developed primers in 52 languages, including Tamil, Kannada, and Hindi, for adult literacy programs. These primers teach basic reading and writing skills, which can serve as a foundation for English learning. For example, an adult learner in Tamil Nadu could use a Tamil primer to build literacy skills before tackling English vocabulary.
• E-Learning Platforms: The DIKSHA portal offers courses in multiple Indian languages, including Hindi and Tamil. These can be adapted to teach English through bilingual lessons, making education accessible for adults in rural areas.
• State-Level Programs: States like Tamil Nadu and Karnataka have policies promoting mother tongue education, which can be extended to adult ESL programs. For instance, Tamil Nadu’s focus on Tamil-medium education could include adult classes that use Tamil to teach English basics.
• Practical Strategies for Teachers:
  • Basic Level: Use L1 extensively to explain grammar (e.g., verb forms in Kannada), conduct translation activities, and provide clear classroom instructions.
  • Intermediate Level: Encourage comparisons between L1 and L2 structures (e.g., word order differences between Tamil and English) and explain complex concepts like idioms in the mother tongue.
  • Advanced Level: Gradually reduce L1 use, limiting it to quick clarifications after English-based attempts. Introduce English-only tasks such as debates or writing assignments to foster direct fluency.

Research, though often focused on children, provides valuable insights applicable to adult learners:

• Positive Effects: Studies, such as one in Sri Lanka (Kumarage, 2021), found that undergraduates using their mother tongue scored significantly higher (54.1% above 50 marks) than those in English-only classes (16%), suggesting benefits for adult learners in similar contexts. UNICEF India (2024) also highlights that mother tongue education improves cognitive development and aids second-language learning, like English, by building a strong L1 foundation. The NEP 2020 emphasizes that mother tongue education enhances critical thinking, which can support adult ESL learning.
• Limitations: Over-reliance on L1 can reduce English practice, slowing fluency. A study by Vogelzang et al. (2025) found lower English literacy in areas with strong mother tongue education, highlighting the need for balance. Direct translation can cause errors, like mispronunciation, due to linguistic differences between English and languages like Tamil or Kannada. Prodromou (2002) found that only 29% of advanced learners supported L1 use, indicating a preference for English-only instruction at higher levels.

India’s National Education Policy (NEP) 2020 promotes multilingual education, emphasizing the mother tongue for early learning. While aimed at children, its principles—improved comprehension and engagement—apply to adults. The policy supports creating resources in regional languages, which can benefit adult ESL programs. For example, the DIKSHA platform offers courses in Hindi, Tamil, and other languages, which can be adapted for bilingual English lessons.

Technology is also transforming mother tongue-based education. E-learning platforms and apps can deliver lessons in regional languages, making English accessible to rural adults. However, there’s debate about the approach’s long-term impact. Some argue it could widen the gap between those who access English-medium education and those who don’t, as English remains key for global opportunities (Zeeshan, 2020).

For advanced learners, fluency requires thinking and communicating directly in English. Over-reliance on L1 can slow this process, as learners may translate mentally, leading to errors or slower speech. Strategies to transition include:

• Gradual Reduction: Limit L1 to clarifications after English attempts.
• English-Only Activities: Use tasks like group discussions or presentations to encourage direct English use.
• Contextual Learning: Teach expressions through examples rather than translation, as suggested by Harbord (1992).

The Mother Tongue approach, using languages like Tamil, Kannada, or Hindi, is a promising strategy for teaching English to adult learners in India. It reduces anxiety, improves comprehension, and respects cultural identity, making it ideal for beginners and intermediate learners. Programs like CBSE primers and DIKSHA show its potential, though specific adult-focused initiatives are limited. Challenges like teacher training and resource availability exist, but with NEP 2020’s support and technology’s growth, the approach can empower adults to learn English effectively. By balancing L1 use with a gradual shift to English-only instruction, teachers can help learners achieve fluency while staying connected to their linguistic roots.