This paper explores the pedagogy of bilingual teaching in undergraduate courses in humanities, with feedback from students of multilingual backgrounds. The relevant data was collected at NAAC (National Assessment and Accreditation Council) Accreditation B College in Guwahati, India from May 2022-June 2023. 70% of students completed school in a vernacular medium of instruction other than English (National Statistical Organisation). Penetration of English is higher in urban areas as compared to rural ones. Textbooks and reference materials are more widely available in English. Study material in Assamese is limited to the works of noted local authors. Teachers are recruited for proficiency in two languages. An important limitation for students is to try and translate study material. It often falls upon the teacher to translate (transliterate) material from English to Vernacular. Quality control of the translation process is often lacking. Formal student’s feedback is an integral part of the New Education Policy 2023. Attempts to introduce digital technology have been slow, as only 52.4 percent of government school students and 78.3 of those studying in private schools in the state had access to smartphones in 2020. Also, access to the internet is limited since the Unicode in vernacular does not exist. Official medium of instruction as both English and vernacular is an example of bilingual education program models. English language proficiency places urban students at an advantage. The digital divide is an important barrier that remains to be overcome.

Authors:
Banasree Phukan, Pandu College, India

About the Presenter(s)
Dr Banasree Phukan is a University Assistant Professor/Lecturer at Pandu College in India

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