The article critically examines the rigid enforcement of English-only communication practices in English medium schools and their impact on students’ linguistic identity and emotional well-being. Using a classroom vignette from a Grade 6 setting, the discussion highlights how the use of Hindi or other mother tongues is often penalised, leading to fear, shame, and linguistic hierarchies among learners. The article argues that such practices contradict contemporary educational principles of inclusion, diversity, and constructivist learning.