ABSTRACT
This ethnography provides insight into the dynamics of language use and institutional structuring with attention to language and multilingualism in the context of rapid societal change. In this conclusion, I discuss connections and arguments in this ethnography to provide directions for future thought, policy, and research. Future research extending from this topic will benefit explorations of policy development and policy implementation grounded on data-backed points of improvement and interventions in schools. Through the lenses of privilege and language varieties in education tied to prestige, future work on education policy reform needs to recognize and contend with ways that languages like English and shudhh Marathi that carry high cultural capital or non-economic assets that elevate social status.
