Multilingual education typically refers to "first-language-first" education, that is, schooling which begins in the mother tongue, or first language, and transitions to additional languages. Typically MLE programs are situated in developing countries where speakers of minority languages, i.e. non-dominant languages, tend to be disadvantaged in the mainstream education system. There are increasing calls to provide first-language-first education to immigrant children from immigrant parents who have moved to the developed world. Offering first-language-first education to immigrant children in developed countries has gained attention due to the unique challenges these students face. When students move to a new country, language and cultural barriers can affect their academic progress and well-being. Some suggest that providing instruction in their first language initially, as part of multilingual education (MLE) programs, could help ease their transition. By recognizing and respecting their linguistic and cultural backgrounds, these programs aim to create a supportive learning environment where students feel more comfortable and confident. This approach may also contribute to the preservation of their heritage languages. It's important to consider different perspectives and carefully evaluate the potential benefits and challenges associated with implementing MLE programs.

In addition to the first-language-first approach, another model that supports language development in multilingual contexts is plurilingual education. Plurilingual education works by having students develop multiple languages at once Instead of using on just one language, it uses the language skills of two (or more) languages to bridge the gap in learning.^[1] see Plurilingualism

• "Strong Foundation" - "Strong Foundation" - Research shows that children whose early education is in the language of their home tend to do better in the later years of their education (Thomas and Collier, 1997). However, there are a few disadvantages. One problem is that students who are not fluent in their first language may struggle to learn another language because they don't have a strong language foundation to begin with. They are unable to lean on their first language to fill the gaps. However, being fluent in their first language can be an advantage for students' learning a second language. When learning an additional language, they can use their dominant language's skill and knowledge to support their learning.^[2] For more information about the effect of "Language of Instruction", see Bilingual education.
• "Strong Bridge" - An essential difference between MLE programs and rural first language programs is the inclusion of a guided transition from learning through the first language to learning through another language. While the strong bridge approach aims to facilitate a smooth transition between languages, some students may still have difficulties adjusting to learning in a new language. Adequate support and instructional strategies are necessary to ensure that students can effectively transfer their skills and knowledge from one language to another.

Related to the emphasis on a child's first language, is the implicit validation of their cultural or ethnic identity by taking languages which were previously considered "non-standard" and making active use of them in the classroom. Multilingual Education in that sense underscores the importance of the child's worldview in shaping his/her learning.

A widespread understanding of MLE programs (UNESCO, 2003, 2005) suggests that instruction take place in the following stages:

1. Stage I - learning takes place entirely in the child's home language
2. Stage II - building fluency in the first language. Introduction of oral language two.
3. Stage III - building oral fluency in language two. Introduction of literacy in language two.
4. Stage IV - using both language one and language two for lifelong learning.

MLE proponents stress that the second language acquisition component is seen as a "two-way" bridge, such that learners gain the ability to move back and forth between their first language and the other language(s), rather than simply a transitional literacy program where reading through the first language is abandoned at some stage in the education.

Multilingual Education in Andhra Pradesh/Orissa (India)

In Andhra Pradesh and Orissa, Multilingual Education (MLE) programs have been implemented using a thematic approach. These programs focus on helping tribal children rediscover their culture and language by using a seasonal calendar that reflects their cultural context. The MLE programs prioritize teaching children in their first language first, before introducing a second language. This approach recognizes the importance of cultural identity and language in learning. It allows students to build a strong foundation in their first language, which then helps them transition to learning a second language. The programs draw on various educational theories, including critical pedagogy, the idea that education should empower individuals, and theories that focus on how children learn and develop. What makes these programs unique is that they actively involve the community in creating the curriculum. By doing so, they aim to make education more relevant to the community's needs and values. By combining cultural relevance, language development, and community involvement, these MLE programs in Andhra Pradesh and Orissa aim to create an inclusive education system that respects and values local cultures and languages

Dr Mahendra  Kumar Mishra started the MLE program in Chhattisgarh adopting Durua language in MLE program. Dr Mishra conducted 2 NAtional Seminars and one international Seminar on MLE  during  2006-2019. Dr Tove Skutnabb Kangas, Prof Ofelia Gracia, Dr David Haugh, Dr Sitakanta Mahapatra, Dr KHageswar Mohapatra were some of the linguists and multilingual educators who attended these conferences.

As with any educational program or initiative, there are potential downfalls and challenges with providing a multilingual education.

Limited Resources: Implementing multilingual education (MLE) programs can be challenging due to the need for extensive resources, including trained teachers, instructional materials, and support staff/services. Some schools or educational systems may struggle to acquire sufficient resources to effectively establish and sustain these programs. To ensure that students reap the benefits of multilingual education, it is crucial to have qualified teachers proficient in multiple languages and access to instructional materials in different languages. However, meeting this requirement can be difficult, resulting in a slower progress of multilingual education.See above (Olso, Norway) for examples of teachers who require additional training in multilingual education.

Competing Demands: In multilingual education (MLE) programs, teaching multiple languages can create competing demands in the curriculum. This means that finding a balance between teaching different languages and other subjects can be challenging. The time constraints put on by teaching multiple languages may impact the quality of instruction in other areas. Educators are faced with the task of striking a balance between subject content and language proficiency when teaching. Meeting both language objectives and academic standards can be challenging for all stakeholders involved.I

Language Gaps: In MLE programs, language proficiency gaps can emerge when students' proficiency in their first language is significantly lower than the language of instruction used in the larger group. This can make it difficult for them to catch up and achieve academic proficiency in both languages. Assessing and evaluating the effectiveness of these programs is crucial, but accurately measuring language proficiency and content knowledge presents a challenging task.

Segregation: MLE programs can sometimes cause separation based on language, which divides the school community. This can prevent students from interacting with different cultures and creating a diverse learning environment. Some MLE programs focus only on a few languages, leaving out others spoken in the community, which reduces diversity. Limited community support for multilingual initiatives is often due to different language preferences and attitudes towards multilingualism. These varying opinions can directly or indirectly affect the success of multilingual education programs. ^[6]

• Language education
• Linguistic diversity
• Multilingualism
• Multilingual education in Africa
• Plurilingualism
• Bilingual education
• Multilingual Education Programs (SIL)
• Mother Tongue / Biliteracy Programs (UNESCO) Archived 2019-06-29 at the Wayback Machine

Multilingual Education in India, The Case For English Edited by Dr MAhendra Kumar Mishra and Prof Anand Mahanand published by Viva Books, New Delhi 2016.