Navigating Language Barriers: An Analytical Approach to English Acquisition Among Tribal Secondary Students in Maharashtra, India, and Practical Interventions

Abstract

This study provides a diagnostic analysis of the multifaceted barriers hindering English language acquisition among tribal secondary students in India’s Maharashtra state and proposes context-specific interventions. Employing a mixed-methods approach—including diagnostic tests, surveys, teacher interviews, and classroom observations—we identified critical linguistic, socio-economic, pedagogical, and infrastructural challenges. Key findings reveal pronounced L1 interference (particularly in tense and syntax), limited vocabulary retention (with 72% scoring below proficiency benchmarks), and acute resource shortages (as 87% of schools lacked English textbooks). Socio-cultural factors, including parental illiteracy (68%) and economic precarity, further impede learning. Grounded in Culturally Responsive Teaching (CRT) and Multilingual Education (MLE) frameworks, we propose a four-pillar intervention model: 1) Teacher training in MLE strategies; 2) Culturally adapted bilingual materials; 3) Oral fluency initiatives; 4) Community engagement programs. Findings highlight the urgency of systemic reforms to bridge educational equity gaps for India’s tribal youth.