Chenab Times Foundation urges inclusion of mother tongue in school curriculum

• Calls for implementation of Kashmiri and Dogri as mediums of instruction at foundational level

DODA: The Chenab Times Foundation has appealed to the Jammu and Kashmir administration to introduce mother tongue-based education at the foundational level in schools under the Jammu and Kashmir Board of School Education (JKBOSE), aligning with the broader objectives of the National Curriculum Framework (NCF) 2023 and the National Education Policy (NEP) 2020.

The appeal follows a recent directive issued by the Central Board of Secondary Education (CBSE) on May 22, which mandates the use of the mother tongue or the regional/state language as the medium of instruction from kindergarten up to Class 2. The directive is based on the pedagogical consensus that early education in a child’s home language fosters improved cognitive development, emotional well-being, and academic achievement.

In a statement issued on Saturday, the Foundation highlighted the linguistic realities of the Chenab Valley and the Duggar region. Kashmiri, which is spoken by over 47% of the population in the districts of Doda, Kishtwar, and Ramban, continues to be underrepresented in formal education systems. Likewise, Dogri—spoken widely across Jammu, Samba, Kathua, Udhampur, and parts of Reasi—is often overlooked in early childhood education, where English or Urdu dominate as the medium of instruction.

“The mother tongue is more than a means of communication—it is the vessel of our culture, our heritage, and our identity,” said Anzer Ayoob, President of the Chenab Times Foundation. He further asserted that introducing Kashmiri and Dogri at the foundational stage would not only enhance literacy but also deepen children’s emotional ties to their linguistic roots.

The Foundation outlined a four-point proposal addressed to the Directorate of School Education, Jammu (DSEJ), and JKBOSE. It includes mandating mother tongue instruction for children aged 3 to 8 in the respective linguistic regions; forming district-level linguistic assessment and curriculum development committees; training teachers in multilingual and mother tongue-based pedagogy by July 2025; and developing culturally rooted educational materials in collaboration with local scholars and educators.

Reiterating its commitment to linguistic empowerment, the Foundation expressed its readiness to collaborate with government agencies on research, curriculum design, and public outreach. The move, it emphasised, is essential for ensuring that the cultural and linguistic diversity of the region is reflected meaningfully in its education system.

The appeal contributes to a growing national conversation around inclusive and context-sensitive education, a vision firmly embedded in NEP 2020, which advocates for mother tongue instruction as a cornerstone of foundational learning.