Published Paper Details:

This research explores the contribution of teachers' professional development in enhancing basic language literacy, particularly in the context of linguistically diverse primary classrooms in the Durg district of Chhattisgarh. The study is grounded in classroom observations and interactions in government primary schools where Chhattisgarhi--a regional language--is the mother tongue for most students, while Hindi functions as the medium of instruction and the school language. In such multilingual settings, the process of teaching basic literacy is deeply intertwined with the language and culture of the learners. The research highlights how teachers who skillfully integrate local stories, folk songs, traditional idioms, and cultural references into their classroom practices significantly enhance students' reading comprehension, vocabulary development, oral expression, and overall confidence in using the second language (Hindi). These culturally grounded teaching practices promote meaningful engagement, reduce language anxiety, and serve as an effective bridge between the home and school environments. The study finds that mother tongue-based instruction not only improves learning outcomes in foundational literacy but also plays a crucial role in affirming students' cultural identity and social inclusion. In this process, the professional development of teachers emerges as a critical factor. Teachers require specialized training, contextual resources, and academic support to effectively manage and respond to the complexities of multilingual classrooms. This research underscores the urgent need to reimagine teacher training frameworks and curriculum design by embedding local language, literature, and cultural knowledge within foundational literacy pedagogy. Aligning with the National Education Policy (NEP) 2020 and the National Curriculum Framework for Foundational Stage (NCF-FS) 2022, the paper argues for a comprehensive and context-sensitive approach to professional development, one that empowers teachers to be both literacy facilitators and cultural mediators.