Learning through Non-Native Language: A Study on the Experiences and Challenges of Tribal Female Students in Higher Education in Assam

In multilingual regions like Assam, tribal students often face challenges of pursuing higher education in a non-native language, which significantly affects their academic engagement and performance. This study explores the lived experiences and challenges of Scheduled Tribe (ST) students, particularly girls who are compelled to learn through Assamese or English, languages that differ from their mother tongues such as Bodo, or Rabha. Using a mixed- methods approach, data were collected from 100 tribal female students across four higher education institutions in the Bodoland Territorial Region (BTR) of Assam through structured questionnaires and semi structured interviews. The study employed descriptive statistical tools, including mean, standard deviation and percentage to analyze the quantitative responses, while thematic analysis was used for qualitative insight. The findings reveals that non- native language instruction hampers student’s comprehension of academic content, reduces their classroom participation, and lowers their confidence in Assamese. Female students reported facing additional difficulties due to cultural constrains, lack of exposure and limited language support at home. Despite these challenges, many students adopt coping strategies such as peer assistance, translation tools and extra study hours. The study highlights the urgent need for bilingual pedagogical approaches, culturally responsive teaching, and institutional language support programmes to bridge the gap in learning outcomes. These insights have significant implications for policymakers, educators, and curriculum developers aiming to make higher education more inclusive and equitable for tribal communities.