Class 6 Hindi with four language profiles and one textbook

Use Hindi as the target language but not as the only language of instruction in the first month. The aim is comprehensible input plus gradual output. I would begin each period with five minutes of oral Hindi routines-greetings, picture talk, rhymes-with actions and visuals. Give instructions in simple Hindi and repeat in Malayalam only where failure to understand would block the task. Introduce eight to ten key words per lesson with pictures and Malayalam, Tamil or Urdu equivalents on a word wall, then use them in Hindi sentences. Teach grammar through contrasts, for example Hindi postpositions against Malayalam case endings, using the children's own languages as a reference rather than translating every sentence. Increase Hindi over four weeks as oral confidence grows.

This is planned code-switching, not random translation. It respects the home languages, follows multilingual pedagogy and still moves towards the Hindi outcomes. For the Hindi-speaking group, provide extension reading rather than making them translators. Tell parents that Malayalam is a temporary bridge, not the medium of the Hindi examination.

Whole-class oral work plus two short differentiated tasks is realistic in 35 minutes. Structure: 5 minutes of whole-class warm-up and word wall; 8 minutes of teacher-modelled reading or dialogue with the whole class; 15 minutes of tiered task time. Group A, the Hindi-speaking students, reads a longer passage and writes four sentences. Group B, the Malayalam-medium learners, uses a scaffolded worksheet with picture cues and a word bank to write two sentences. Group C, the new learners, does listening and matching with a peer buddy, then says three sentences orally. The six students with learning needs get large-print cards, oral response options and a seat near the board. Close with 7 minutes of sharing.

Do not fix children permanently in groups: rotate membership by task and use names, not labels. Train peer buddies to prompt, not to do the work. Move to the neediest group first, not the fastest. Over the week, every child should get at least one teacher-led oral interaction. This is assessment for learning as much as teaching.

Assess the same intended outcomes-listening, speaking, reading and writing-through multiple modes so that language distance does not masquerade as lack of learning. For this unit use: an oral task such as picture description or a short dialogue, marked on comprehensibility, vocabulary and confidence; a reading-aloud and comprehension task with a picture-supported text; a short writing task with a word bank, marked separately for content and accuracy; and a listening task with three items. Share a simple rubric in advance. Allow extra time and large print for the two students with low vision; accept oral answers where writing is a barrier, but record what was said.

Do not penalise a Tamil- or Urdu-speaking child for accent or for using a known-language word when the Hindi word is unknown, provided meaning is clear; treat that as a teaching point. Keep a portfolio of two drafts and one oral recording per child. The examination should include the same core items for all, with scaffolds, not a watered-down paper. Report progress against each child's starting point as well as against the standard.