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This article sets out to analyse the lingua-educational vulnerabilities of Indian migrant school children (henceforth IMC) and the nonchalant educational policies which neglect the cultural and linguistic resources of migrant children’s ‘mother tongue(s)’ in school settings. The study analyses IMC’s educational marginalisation and monolingualisation, and the state’s exclusive non-inclusive language policy. The study argues that Indian multilingual education does not cater to the needs of the migrant stakeholders. It highlights that IMC want English-medium education which would help IMC’s socio-economic advancement and achievement. Hence, the study is a proposal to the state policymakers that an exclusionary language policy is a mandate alongside the non-materialisable inclusive rhetoric of ‘education for all'.

Prospects for English medium education of Indian migrant children: Multilingualism of the unequals