This investigation discloses the substantial experiments in preserving the Tanchangya language, which is spoken by almost 30,000 inhabitants in the Chittagong Hill Tracts (CHT), Bangladesh, those who face indirect laxity and negligence in formal learning positions. The study targets to inaugurate an inclusive strategy for the restoration of the local language, assimilating it strategically in the local primary school. Gearing up with the qualitative enquiry and that enquiries highlight three robust models: (i) the implementation of Mother Tongue-Based (MTB) multilingual educational formula, (ii) the present capacity for inclusive, bilingual, and multilingual pedagogical practices among local teachers, and (iii) the feasibility of integrating friendly digital tools for linguistic documentation and archiving. Related information was attained through in-depth interviews, non-participants observation and open-talks with 28 key informers, having community dwellers, local instructors, and national legislators. Key findings exhibit a large division between strategies making and ground-level practice, a fundamental deficiency of formal academic documentation supporting Tanchangya-specific pedagogical schooling, and extensive infrastructural hurdle limiting digital integration in rural CHT areas. The enquiry determines with a multi-dimensional set of recommendations to bridge these gaps, notably proposing the formulation of specific linguistic revitalization policies, the expansion of a bilingual or multilingual lexicon via handy digital platforms, and the obligatory foundations to support bilingual teaching-learning environment in Tanchangya-majority primary to high school classrooms level. Keywords: Bilingual & Multilingual Pedagogy, CHT, Digital Documentation, MTB-MLE Strategies, Revitalization, Tanchangya Language.