Multilingualism as a strategy is

Multilingualism as a pedagogical strategy, as set out in NCF 2005's Position Paper on the Teaching of Indian Languages, treats every child's home and existing language(s) as a resource for classroom learning rather than an obstacle. Under this view, teachers draw on whichever language(s) learners already know to teach both languages themselves and other content subjects, instead of tying instruction to one fixed medium or a set number of languages.

Applying this to the item: among the four options, only using the language(s) that learners already bring to the classroom for teaching-learning of both languages and content subjects captures this resource-based, multilingual strategy, matching what the stem describes.

• Teaching-learning of at least three languages with content confined to the mother tongue fixes a numeric target -- closer to a specific policy formula than to the general multilingual strategy.

• Teaching all content subjects in English medium, with Indian languages taught only as a subject, is a single-medium arrangement -- the opposite of drawing on multiple learner languages as a resource.

• Teaching a foreign language together with Indian languages through the state language as medium is again one fixed configuration, not the flexible use of learners' own languages.

So the strategy is defined by using the learners' own languages as the medium for teaching-learning of both languages and content subjects.