• Dr. Kamlesh Panwar

The present research aims to investigate the complex interplay between school environment and home environment and their individual and combined effects on the development of the Hindi language among primary school students. In an era where language proficiency is foundational to academic success, this study highlights how both formal and informal educational settings shape linguistic competence in early childhood. The research was conducted in the Haridwar district of Uttarakhand, utilizing a descriptive survey method. A representative sample was drawn using stratified random sampling from both government and private schools to ensure diversity across socio-economic and cultural backgrounds. Key variables such as availability of teaching-learning materials, classroom language practices, teacher-student interaction, parental education level, literacy practices at home, and socio-cultural exposure were closely examined. Standardized tools were used to measure the school and home environments, and a Hindi language development test was administered. The study found that students exposed to a positive school climate with interactive teaching practices and language-rich environments demonstrated significantly better proficiency in Hindi. Simultaneously, a supportive home atmosphere where reading habits, parental guidance, and consistent language exposure were present also contributed markedly to language development. The research revealed that the combination of a nurturing home and an enriched school environment produced the most pronounced impact on students’ language proficiency, while lack of support in either or both contexts hindered progress significantly. Statistical analyses, including correlation, multiple regression, and ANOVA, confirmed that school and home factors were significantly associated with Hindi language development. Interestingly, the study also uncovered variations based on school type, gender, and rural-urban differences. Private school students and urban learners outperformed their counterparts, although the gender difference was minimal. The findings have strong implications for educational policy and pedagogical strategies, especially in multilingual and socio-economically diverse settings like India. The study recommends an integrated approach involving schools, teachers, parents, and community stakeholders to foster early language acquisition. It also identifies gaps for future exploration, such as the role of technology, regional linguistic influences, and the long-term impact of early language environments. Overall, this research contributes meaningfully to the existing body of knowledge by empirically establishing the dual importance of school and home contexts in the linguistic development of young learners, specifically in the national language of Hindi.

Hindi Language, School Environment, Home Environment, Primary Education,

"The Effect of School Environment and Home Environment on Hindi Language Development of Primary School Students", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.11, Issue 5, page no.q474-q488, May-2024, Available :http://www.jetir.org/papers/JETIR2405H57.pdf

"The Effect of School Environment and Home Environment on Hindi Language Development of Primary School Students", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.11, Issue 5, page no. ppq474-q488, May-2024, Available at : http://www.jetir.org/papers/JETIR2405H57.pdf