Language Preferences in Parent-Teacher Communication in Semi-Urban India

Devendra Yadav

Independent Researcher

Uttar Pradesh, India

Abstract
This study delves into the complex dynamics of language preferences in parent–teacher communication within semi-urban Indian contexts, offering comprehensive insights into how linguistic choices shape and reflect broader socio-educational realities. India’s semi-urban regions, characterized by rapid socio-economic transitions and linguistic diversity, present a unique environment where educational stakeholders—parents, teachers, and administrators—must negotiate between regional vernaculars and English, the latter often associated with upward mobility and formal schooling. Grounded in sociolinguistic theory and educational policy analysis, our research engages a large, diverse sample of 350 parents and 75 teachers across five semi-urban districts spanning Maharashtra, Karnataka, Uttar Pradesh, West Bengal, and Tamil Nadu. Employing a rigorously piloted, bilingual questionnaire and mixed-methods analytical framework, we quantify participants’ self-assessed proficiency levels, examine their stated preferences for written, verbal, and digital communications, and explore the socio-demographic predictors—such as educational attainment, household income, and prior exposure to English—that drive these preferences. Our findings reveal a pronounced parental predilection for regional-language communications, particularly for written notices and face-to-face meetings, whereas teachers exhibit a marked tendency toward English-dominant or bilingual messaging, often justifying the former as necessary for conveying curriculum-specific terminology. Statistical analyses, including chi-square tests and logistic regression, confirm that higher parental education and income levels significantly increase the likelihood of preferring English or bilingual communications. Notably, both parents and teachers rate bilingual interactions as the most effective modality for fostering understanding, trust, and engagement, underscoring the practical value of strategic code-switching in bridging linguistic divides.

Keywords
Language Preferences, Parent–Teacher Communication, Semi-Urban India, Vernacular, Bilingual Education

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