Dhaka: As much as 40 percent of the global population do not have access to education in a language they speak, according to a new global report released on Friday, stressing that children should be taught in a language they understand.

In multi-ethnic societies, including Bangladesh, Turkey, Nepal, Pakistan and Guatemala, the report showed that imposing a dominant language through a school system—while sometimes a choice of necessity—has frequently been a source of grievance linked to wider issues of social and cultural inequality.

The new policy paper by Unesco’s Global Education Monitoring Report (GEM Report) titled ‘If you don’t understand, how can you learn?’ was released for International Mother Language Day (Amar Ekushey), according to summary of the report received here.

It argues that being taught in a language other than their own can negatively impact children’s learning, especially for those living in poverty.

In Bangladesh, where Bengali is the national language, non-Bengali speaking tribal groups in the Chittagong Hill Tracts have cited a perceived injustice over language as a factor that justifies their secession demands, Kate Redman, Communications and Advocacy Specialist, Global Education Monitoring Report (GEM Report), Unesco, told UNB quoting the report.

In Pakistan, the post-independence government adopted Urdu as the national language and the language of instruction in schools.

This became a source of alienation in a country that was home to six major linguistic groups and 58 smaller ones.

The failure to recognise Bengali, spoken by the vast majority of the population in East Pakistan, was one of the major sources of conflict within the new country, leading to student riots in 1952.

Speaking a language that is not spoken in the classroom frequently holds back a child’s learning, especially for those living in poverty, it said.

At least six years of mother tongue instruction is needed to reduce learning gaps for minority language speakers.

In multi-ethnic societies, imposing a dominant language through a school system has frequently been a source of grievance linked to wider issues of social and cultural inequality.

The paper suggested that education policies should recognise the importance of mother tongue learning.

Unesco Director-General Irina Bokova underlined the basic principle of children learning in a language they understand. ‘With a new global education agenda that prioritises quality, equity and lifelong learning for all, it is essential to encourage full respect for the use of mother language in teaching and learning, and to promote linguistic diversity,’ she said.

The DG mentioned inclusive language education policies will not only lead to higher learning achievement, but contribute to tolerance, social cohesion, and, ultimately and peace.

Aaron Benavot, Director of UNESCO’s GEM Report says language can serve as a double-edged sword. ‘While it strengthens an ethnic group’

s social ties and sense of belonging, it can also become a basis for their marginalisation. Education policy must ensure that all learners, including minority language speakers, access school in a language they know.’

The paper recommended that teachers need to be trained to teach in two languages and to understand the needs of second-language learners.

Teachers are rarely prepared for the reality of bilingual classrooms, including with inclusive teaching materials and appropriate assessment strategies.