Exploring the Impact of Mother Tongue Instruction on Primary Education Outcomes in Balochistan

Abstract

This study examines the effects of mother tongue–based instruction in primary education on learning outcomes in Balochistan, Pakistan. By reviewing existing literature, analyzing recent survey data, and conducting case studies in selected schools, this article explores how instructing children in their native languages (Balochi, Pashto, Brahui, etc.) may influence literacy, numeracy, school attendance, and overall academic engagement. Findings suggest that using children’s mother tongues in early grades significantly improves foundational learning, reduces dropout rates, and strengthens community involvement in schooling. The paper concludes with policy recommendations to integrate multilingual instruction in teacher training, curriculum design, and education planning in Balochistan.