Challenges and Transformations in the Teaching Practices of Hindi Teachers in Mizoram

Abstract This research paper examines the experiences of teachers instructing Hindi as a third language in classrooms across Mizoram, as well as the difficulties they encounter. This study identifies the key linguistic, cultural, institutional, and financial challenges faced by Hindi teachers in Mizoram. Based on these challenges and shared needs, a training program was organized, and its relevance and effectiveness in addressing pedagogical, linguistic, and cultural issues were evaluated. A 'mixed-methods' approach was employed for data collection. The data was collected into two phases. In the first phase, Focus Group Discussions were conducted to identify the challenges faced by Hindi teachers. In the second phase, a questionnaire was distributed to gain a deeper understanding of these challenges and to assess the impact of the training program. This study involved 168 Hindi teachers from various schools across Mizoram. The findings reveal that Hindi education in Mizoram faces numerous obstacles, including systemic delays, curriculum inconsistencies, inadequate training, and socio-cultural and political apathy. Teachers also reported additional issues, such as being assigned the task of teaching other subjects and having a limited command of the Hindi language themselves. Furthermore, they reported significant personal progress achieved through their participation in the training program.