<![CDATA[This ethnographic study examines the linguistic marginalization of the Mannan community in Kerala, India. It specifically probes into the decline of Inavan, the indigenous language of the community in primary education. The study was undertaken across four tribal schools where the students from Mannan community students attend, with data based on participant observation in classrooms and community settings, semi-structured interviews with teachers, students, parents, community members and representatives from government and non-government organizations, fieldnotes and artefacts. The findings show that the regional language is the majority language used in classrooms and peer interactions, accounting for the rapid shift away from the Inavan among younger generations. The absence of culturally responsive curriculum materials and the limited utilization of mother tongue resources further catalyze this shift. Conclusively, the study identifies that the multilingual model, which includes Inavan, Malayalam, and English, is important to achieve the dual goals of strengthening linguistic proficiency, cultural identity, and academic engagement. It suggests that using multilingual pedagogies by giving proper training to teachers and active participation of the community as some of the key strategies to be adopted to preserve the Inavan and for aligning the education practice with the national policy objectives.]]>
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