Multilingual education (MLE) typically refers to "first-language-first" education, that is, schooling which begins in the mother tongue, or first language, and transitions to additional languages. Typically, MLE programs are situated in developing countries where speakers of minority languages, i.e. non-dominant languages, tend to be disadvantaged in the mainstream education system. There are increasing calls to provide first-language-first education to immigrant children from immigrant parents who have moved to the developed world. When students move to a new country, language and cultural barriers can affect their academic progress and well-being. Some suggest that providing instruction in their first language initially, as part of multilingual education (MLE) programs, could help ease their transition. By recognizing and respecting their linguistic and cultural backgrounds, these programs aim to create a supportive learning environment where students feel more comfortable and confident. While this approach may contribute to the preservation of heritage languages, implementing MLE programs present other potential benefits and challenges.

In addition to the first-language-first approach, another model that supports language development in multilingual contexts is plurilingual education. Plurilingual education works by having students develop multiple languages at once; instead of using one language, it uses the language skills of two (or more) languages to bridge the gap in learning.

Related to the emphasis on children's first languages, is the implicit validation of their cultural or ethnic identities by taking languages that were previously considered "non-standard" and making active use of them in the classroom. Multilingual education in that regard underscores the importance of children's worldviews in shaping their learning.

A widespread understanding of MLE programs (UNESCO, 2003, 2005) suggests that instruction take place in the following stages:

MLE proponents stress that the second language acquisition component is seen as a "two-way" bridge, such that learners gain the ability to move back and forth between their first language and the other language(s), rather than simply a transitional literacy program where reading through the first language is abandoned at some stage in the education.

In Andhra Pradesh and Orissa, multilingual education (MLE) programs have been implemented using a thematic approach. These programs focus on helping tribal children rediscover their culture and language by using a seasonal calendar that reflects their cultural context. The MLE programs prioritize teaching children in their first language first, before introducing a second language. This approach recognizes the importance of cultural identity and language in learning. It allows students to build a strong foundation in their first language, which then helps them transition to learning a second language. The programs draw on various educational theories, including critical pedagogy, the idea that education should empower individuals, and theories that focus on how children learn and develop. What makes these programs unique is that they actively involve the community in creating the curriculum. By doing so, they aim to make education more relevant to the community's needs and values. By combining cultural relevance, language development, and community involvement, these MLE programs in Andhra Pradesh and Orissa aim to create an inclusive education system that respects and values local cultures and languages.

In Odisha, a multilingual state in India, the government recognized the linguistic diversity of the region, with over 40 ethnic languages spoken among the 62 tribes, as well as widely spoken Modern Indian Languages like Hindi, Bengali, and Telugu. To address the educational needs of ethnic minority children in schools, the Odisha government implemented a multilingual education (MLE) program. Under the leadership of Dr. Mahendra Kumar Mishra as the Director of Multilingual Education, and with guidance from renowned multilingual experts Prof. D.P. Pattanayak and Prof. Khageswar Mahapatra, the MLE program was launched in 547 schools. The focus was on ten tribal languages: Santali, Saora, Kui, Kuvi, Koya, Kishan, Oroam, Juang, Bonda, and Ho.

To provide culturally responsive education, the program developed curriculum and textbooks for classes I to V, emphasizing a first language-based multilingual education approach for tribal children. Teachers from the respective language communities were appointed to teach in the schools, ensuring a stronger connection between the students and their teachers. The MLE program also received support from the Summer Institute of Linguistics, led by Mr. Steve Simpson, Vicky Simpson, and Pamela Mackenzie. Tribal teachers, guided by MLE resource groups, actively contributed to the development of the curriculum and textbooks. Since its initiation in 2005, the program has expanded to 2250 schools, primarily serving tribal children. The MLE program in Odisha has gained recognition as a sustained initiative in Asian countries, with representatives from seven Asian countries visiting the MLE schools to learn from their experiences and best practices. It stands as an example of successful multilingual education implementation in a region with significant linguistic diversity.