In the multilingual, multicultural emerging economy of India, the language debate may seem to have settled with the adoption of the Three-Language Formula in the first National Policy of Education 1968. However, 50 years later, does this policy still hold? Has research on language acquisition informed our education policy and classroom practices, at the school level and the system level? This research attempts to understand how language practices manifest themselves in an urban middle-class English-medium school with multilingual and non-English-speaking students. We examine the students' communicative practices to uncover some of the patterns in language acquisition across three primary grades and two income levels, using empirical data from survey questionnaires, classroom observations, videography and closed- and open-ended interviews. We present some hypotheses and analyse these against the organisational structure and culture of the school and the larger socio-economic and political context of the education system. The findings suggest that strict compartmentalising of languages for learning, at the cost of isolating social and linguistic identities, is likely to be counterproductive and unsustainable. The sooner we adapt our education policies and practices to support the multilingual practices of students and by association, their diverse identities, greater the possibility of building a strong and confident citizenry. The findings, interpretations and conclusions expressed in this article are entirely those of the authors. They do not necessarily represent the views of the International Bank of Reconstruction and Development/World Bank and its affiliated organisations, or those of the Executive Directors of the World Bank or the governments they represent.