The Impact of Multilingualism on Classroom Learning: Strategies for Teachers to Support Linguistically Diverse Students
Keywords:
Multilingualism, classroom learning, teachers, linguistically diverse students.Abstract
Aim: The study aimed to address the impact of multilingualism on classroom learning and strategies for teachers to effectively support the needs of linguistically diverse students. By achieving these objectives, the study contributes to the ongoing conversation surrounding equitable education and promote the academic success of all students, regardless of their language or cultural background.
Methods: A mixed-methods research design was used. The sample included teachers and students from linguistically diverse classrooms in Indian high schools. A purposive sampling technique was used to select 52 schools with a high proportion of multilingual students to ensure the sample is representative of the target population. Data was collected through both primary and secondary sources. Primary data was collected through classroom observations, teacher and student interviews, and surveys. Secondary data was collected from relevant literature, including academic journals, books, and government publications. Data was analyzed using a thematic analysis approach for qualitative data, while descriptive and inferential statistics was used for quantitative data.
Results: The quantitative findings of the study suggest that there are no significant differences in academic achievement between multilingual and monolingual students when controlling for socioeconomic status.
Conclusion: It is clear that language and culture are not barriers to academic achievement when students are provided with the appropriate support and resources.
Recommendations: It is essential for teachers to create an inclusive learning environment that supports the linguistic and cultural diversity of all students. Effective strategies identified by teachers include fostering a welcoming and inclusive classroom environment, promoting cultural sensitivity, and utilizing student-centered and interactive teaching approaches.
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