The authors examined the inclusion of Mother Tongue Education as a course in teacher education curriculum as a strategy for developing teachers' sensitivity to cultural/linguistic diversity in multilingual societies. The theoretical, conceptual and philosophical aspects of the paper, centered on Vygotsky's Sociocultural Theory, Culturally Responsive Pedagogy and Translanguaging Theory, alongside African communitarian and Ubuntu perspectives. The authors argued that teacher preparation should recognise linguistic diversity as an integral dimension of professional competence rather than treating learners' linguistic backgrounds as peripheral to formal education. The analysis revealed that Mother Tongue Education can strengthen prospective teachers' understanding of multilingualism, language and identity, culturally responsive practice and indigenous knowledge. It is vivid in the paper, that the inclusion of mother tongue education would promote an additive approach to multilingualism in which indigenous languages are recognised without undermining learners' acquisition of national and international languages. The authors concluded that Mother Tongue Education represents meaningful curricular response to the realities of multilingual educational contexts.