Multilingual Hybrid Learning and Cognitive Development in Middle School Learners: An Interdisciplinary Case Study from India

Abstract

This study looks at how multilingual hybrid learning environments affect the thinking of middle school students who come from Urdu-speaking backgrounds in India. The research uses both qualitative and quantitative methods, including cognitive tests, observations, and analysis of classroom interactions. The study involved 73 students from two government-supported Urdu-medium schools in Telangana. The findings show that using bilingual content in a smart way, such as combining digital Urdu and English resources with teacher support, improves problem-solving skills, memory, and awareness of thinking processes. The study suggests a teaching
model that is based on socio-constructivist ideas and translanguaging. It also highlights the importance of the NEP 2020’s vision for multilingual and digital learning, especially in areas where languages are less common.