Document Type

Article

Publication Date

2021

Abstract

This article explores how language ideologies and the use of different languages in colleges and universities in Pune, a city in the western Indian state of Maharashtra, create ways to categorize and stereotype student identities based on language proficiency, caste, rurality, and religious background. Through ethnographic and sociolinguistic methods of participant observations and interviews at two prestigious Pune higher education institutions, I describe multilingual classroom discourse along with perceptions and reflections on language use. The analysis is as much about identity formation in higher education as it is about the education system’s orientation towards Anglo-centric scholarship in India. In Pune’s higher education, formal recognition of ways Marathi and Hindi assist students in English medium education are largely overlooked and unstandardized. In conclusion, this article demonstrates how multilingual education addresses diversity and inclusion in theory, but in practice, many students confront additional obstacles through language policies that impede their educational aspirations.

Publication Title

Journal of Belonging, Identity, Language, and Diversity

Volume

5

Issue

2

First Page

25

Last Page

41

Creative Commons License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

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