Mangaluru: Children from different states, speaking different mother tongues, are finding a common language of communication at the Dakshina Kannada Zilla Panchayat Higher Primary School at Sandspit in Bengre, Mangaluru. Through dedicated teaching, interactive classroom activities and friendships, students from across India are learning to speak, read and write Kannada, demonstrating how language can bring people together beyond geographical and cultural boundaries.
The school has students whose families have migrated from Jharkhand, Uttar Pradesh, Bihar, Andhra Pradesh, West Bengal, Gujarat and several other states. While their mother tongues differ, Kannada has become a shared language among them, helping them communicate with classmates, participate in school activities and feel at home in their surroundings.
Interestingly, most of these children had little or no knowledge of Kannada when they first joined the school. Some spoke Hindi at home, while others communicated in Telugu and other regional languages. However, with consistent guidance from teachers and regular interaction with Kannada-speaking classmates, they have gradually overcome the initial language barrier.
Today, many of them can confidently converse in Kannada, read textbooks, write sentences and even sing songs in the language.
Teachers make Kannada learning enjoyable
Behind this transformation is the sustained effort of the school’s teachers, who have adopted creative and interactive approaches to make Kannada learning accessible to children from different linguistic backgrounds.
Assistant teacher Suma explained that students often find it difficult to understand Kannada when they initially join the school, particularly when they have grown up speaking an entirely different language at home.
However, instead of limiting language learning to textbooks and classroom lessons, teachers introduce activities such as drama, role-play and other interactive exercises. These methods help children become familiar with Kannada through everyday situations and encourage them to communicate without hesitation.
“Within one or two years, most children learn to speak, read and write Kannada fluently. This also helps them communicate easily with other students. We encourage them to regularly practise at home what they learn in school. We even call their homes early in the morning and remind them to study,” she explained.
The teachers’ efforts extend beyond regular classroom instruction. By encouraging children to speak Kannada with their peers and participate in group activities, they provide opportunities to practise the language naturally.
Such an approach has helped students gain confidence and gradually make Kannada part of their everyday communication.
Children embrace a new language while retaining their mother tongues
For the students, learning Kannada has been an enriching experience. Although their families continue to speak their respective mother tongues at home, the children have developed the ability to communicate comfortably in the regional language.
Padma, a Class 6 student originally from Andhra Pradesh, said learning Kannada had been a memorable experience, thanks to the support of her teachers.
“Our teachers taught us Kannada very well, which is why I can speak the language now. We speak Hindi at home, but my parents do not know Kannada,” she said.
Another student from Andhra Pradesh described how the encouragement of teachers and friends helped her develop her language skills.
“My teachers and friends taught me Kannada. I can also write in Kannada and sing Kannada songs. At home, we speak Telugu,” she said.
Adushi, a student originally from Bihar, has also become familiar with Kannada despite her family’s limited exposure to the language.
“Only my brother, sister and I know Kannada at home. My parents do not know the language,” she shared.
Their experiences reflect how children can adapt to a new linguistic environment while continuing to maintain their connection with their mother tongues.
Early admission helps children learn Kannada faster
Headmistress Umalakshmi K said students gradually develop their reading, writing and speaking abilities after joining the school. The learning process is generally smoother for children admitted in the lower classes, as they get more time to become familiar with Kannada.
“Children learn the basics of reading and writing after joining the school and gradually develop the ability to speak Kannada. Admission from Class 1 makes the learning process easier. When children join in higher classes, it can be slightly challenging initially. However, they quickly pick up the language and develop the ability to read,” she said.
She also highlighted the enthusiasm with which students participate in extracurricular activities. Learning takes place not only through textbooks but also through interactions, group participation and shared experiences.
Children from different states study and take part in activities together, creating an atmosphere where linguistic and cultural differences do not become barriers.
“When we see all the children together, it is difficult to identify who belongs to Karnataka and who has come from another state,” she said.
Kannada becomes a language of friendship and belonging
The experience at Sandspit school goes beyond the achievement of teaching Kannada to children from different linguistic backgrounds. It demonstrates how an inclusive learning environment can help students build friendships, develop confidence and adapt to a new community.
For children whose families have moved to Mangaluru from distant states, learning the local language can make a significant difference to their everyday lives. It helps them interact with neighbours, communicate with classmates and participate more actively in the community around them.
At the same time, their ability to retain their mother tongues while learning Kannada reflects the importance of multilingualism in a diverse country like India.
The school has created an environment where children are not distinguished by their place of origin or the language spoken at home. Instead, they learn together, participate in common activities and support one another in the process of acquiring a new language.
For these young learners, Kannada is no longer just another subject in the classroom. It has become a language of friendship, communication and belonging.
At Sandspit in Bengre, the classrooms offer a heartening example of India’s diversity, where children from different states and cultural backgrounds come together through a common language, proving that language can unite people even when their roots lie far apart.