A high proportion of students in many developing Nations attend school without knowing how to read. Many schools choose to teach global or national languages instead of mother tongue. This is because they do not want to lose their native language. Education is frequently imparted in an ancient colonial tongue or a global language such as English. It is founded on the concept that learning several of the world's "essential" languages gives students a competitive edge. Moreover in many Nations, educational resources such as textbooks, instructional materials, and teacher’s transactional language are only available in the non-mother tongue languages. The concept of using the mother tongue for instruction in primary schools has been around for a long time. According to the Constitution of India, all states and local authorities are required to provide adequate resource mobilization for the use of the regional or home language in the formative years of education. The present paper focuses on the requisites and challenges in implementing the idea of integrating the use of mother tongue in the early years of education.

Mother tongue, Native, Learning outcomes, Formative, Education