Vocabulary Development Across Three Languages and Students’ Responses to Multilingual Teaching
Authors-Grace Sangkim, Dr. Kabita Kumari
Keyword-Vocabulary Acquisition, Language Learning, Multilingual Education, Multilingual Teaching.
The present study investigates the connection between vocabulary development in three languages and the students’ responses to multilingual teaching. The sample consisted of 30 students from Classes IX and X at Kendriya Vidyalaya, Lamka, Northeast India, as part of a larger research initiative dealing with multilingual education in accordance with National Education Policy (NEP) 2020. The study attempted to find out the impact of the different languages on the students’ vocabulary acquisition, understanding, and overall language skill. By using a descriptive-correlational research design, the study evaluates the vocabulary skills of the students in their mother tongue, English, and Hindi, and the connection between the students’ assessment of multilingual teaching and their vocabulary knowledge. The results showed that there were differences in vocabulary proficiency among the three languages, with the students scoring highest in their mother tongue . Students’ opinions about the multilingual approach were related to their vocabulary achievement in a significant and positive manner. Additionally, there was a significant difference in vocabulary performance between different levels of perception, implying that learner perceptions that are positive can be a facilitative factor in vocabulary learning in multilingual settings.