Published Paper Details:

Language plays a crucial role in shaping educational equity, particularly for tribal students who often navigate the challenges of learning in a language different from their native tongue. This study examines how language use in the classroom influences teachers' perceptions of tribal students' abilities and the barriers these students face in accessing equitable education. Teachers' expectations, often shaped by students' proficiency in the dominant language, can lead to unconscious biases, affecting instruction, assessment, and overall academic opportunities. Language barriers further intensify these challenges by limiting tribal students' participation, hindering academic performance, and impacting their social and emotional well-being. Addressing these disparities requires culturally responsive teaching, fair assessment practices, and a supportive learning environment that values and integrates indigenous languages. Recognizing and actively addressing language-related challenges in tribal education is vital to ensuring fair access and fostering meaningful educational equity.