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Mohanty’s (2019) The Multilingual Reality: Living with Languages is a thorough and alarming analysis of the systematic stigmatization of Indigenous, tribal, and minoritized (ITM) languages. This book has clear implications for the field of comparative and international education, particularly regarding mother-tongue based multilingual education (MTB-MLE) as a way to address access and quality debates. The book begins with an overview of multilingualism, narrowing in on the multilingual context of India, in particular. This is followed by a discussion of a series of studies from the 1980s and 1990s that Mohanty conducted in Odisha state among the Kond people, some of whom are Kui-Odia bilingual and others who are Odia monolingual speakers. These studies are unique in that they do not consider English or another dominant language, but rather consider an Indian national language (Odia) and an ITM language (Kui). The findings from these two decades worth of studies reaffirm that multilingual individuals experience cognitive advantages over monolinguals. Having set the stage with the background studies, Mohanty moves into the heart of his argument, that ITM languages are routinely displaced from domains such as schools and markets and are relegated to the home. Perhaps the most important conceptual contribution of this book is the idea of the “double divide” (p. 88) in which significant power gaps between different types of languages contribute to the global loss of linguistic diversity as well as discrimination in education. Mohanty lays out the double divide as a pyramid where at the top, in limited supply, are dominant global languages like English and French. Such languages enjoy high levels of prestige and provide speakers access to education, formal employment, and often higher socio-economic status. The first divide separates out a larger middle tier of national or vernacular languages such as Hindi, Odia, and the other 22 official languages of India, which are common languages of employment and education, but do not necessarily command the same prestige as the top-tier languages. The second divide separates national languages from the largest and least powerful group, the ITM languages.

forum for international research in education

BOOK REVIEW: Mohanty, A. K. (2019). The Multilingual Reality: Living with Languages. Bristol, United Kingdom: Multilingual Matters. 272 pages. ISBN: 978-1788921954