Two alternative approaches to teaching in the mother tongue are considered in the article from the point of view of observance of linguistic human rights and improving interethnic relations in the Russian Federation.. An analysis of the definitions of the concept of mother tongue in international documents and their application to various categories of students is given. Strong models of teaching in minority languages that respect human and language rights of the child are described. The problem of ethnic identity in modern conditions and its connection with linguistic human rights are analyzed. It is concluded that in order to reduce social inequality and expand human rights, it is necessary to develop constructive models for learning the first, second and foreign languages.