Dutta, Shreoshi2020-12-232020-12-232018https://dans.nls.ac.in/handle/123456789/241India as a language area is one of the most interesting laboratories of multilingual experience in the world (Khubchandani 1978). Many of the minority languages have succumbed to changing socio-economic circumstances and many relentlessly forage their way to recognition. It is exactly where in, questions of linguistic diversity and language policy become imperative. Mostly when endangerment of a language is discussed, our understanding veers around sociolinguistic aspect but then a language has more to contribute to the holistic maturing of an individual and a community at large, education being one of them. The Constitution of India, recognises the crucial role played by mother tongues in early learning. Somehow, implementation of these constitutional provisions fall short of their aspirations and we find continuous assimilation of the autochthonous communities into the mainstream. This dissertation weaves its core idea around the denial of schooling in the mother tongue to children of tribal communities. The idea has been further expanded to the picture of constant marginalisation of the indigenous, and how adequate language planning in education can open up avenues for economic uplift. This academic work ventures in scrutinizing the current situation of the schedule (tribal) language, Santali. Santali‟s constant attempt to secure dynamic growth and wider functionality in South Bengal, forms the basis of the research.Thesis