<p>My
main goal is to focus on the importance of multilingual education through translanguaging
pedagogies in Telangana schools especially in the areas of minority linguistic
communities. India is remarkably well-known for cultural and linguistic
diversity. In such a context, it is difficult to implement the right medium of
instruction in which the students’ home language is different from the school
language. Though there are many factors involved in delivering quality
education, language plays a significant role in teaching and learning across
the world. The majority of the schools encourage dominant language(s) in
teaching and learning in Indian states. As a result, students of non-dominant
language(s) are totally out of the classroom conversations and they slowly come
to know that their languages are less prestigious and not used in schools. This
leads them to show less interest in learning. Non-dominant language(s) are
pushed out of important domains and such languages are impoverished with
limited functions in India. In this paper, I discuss the complexity which lies
in providing the right media of instruction to heterogeneous students in Indian
classrooms and also explores the students’ language(s) proficiency levels in
two target languages. Finally, I explain some ways to develop students’
linguistic and cognitive skills in such a multilingual environment. Two schools
were, for this study, visited to understand the language(s) scenario in the Telangana
region. The data was collected from 15 students who were in the IX class.Apart
from this, we interacted with teachers to get their opinions on various topics
in relation to students’ language skills as well as multilingual education. Extensive individual interviews and long conversations were
conducted from classroom teachers in relation to students’ language skills in
three languages. The data was collected through a variety of sources in
order to illuminate multilingual education in Telangana schools. Oral and
written samples were collected from the participants in two languages L2 &
L3. In the process of data collection, each student performed spoken as well as
written tasks. Oral tasks consist of discussions, role-plays, and one
storytelling task based on the provided pictures. Written tasks consist of
reading, listening, and writing (vocabulary, grammar, and sentence meaning).
The result of the collected data reveals the proficiency levels of students in
L2 & L3. The empirical data, interviews, and conversations revealed the
significance of LI in schools at the right time. </p>