A child may understand a science idea perfectly at home but struggle when the same idea is taught only in an unfamiliar language. UNESCO’s guidance on multilingual education treats language as part of access to education, not simply another school subject. When learners first meet important concepts in a language they understand, they can connect new knowledge to existing experience.
This approach does not mean students avoid national or international languages. A well-designed programme builds a bridge: it values the home language while gradually adding other languages for wider communication. Teachers need suitable materials and training, and families need clear information. Without that support, a good policy may exist on paper but fail inside the classroom.