Asha Sundaram

Multilingual Pedagogies and Practices: A study of teaching learning processes in a linguistically diverse ESL classroom

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Jawaharlal Nehru University, India

ashasundaram79@gmail.com

ABSTRACT

Indian education system advocates the promotion of multilingualism and multilingual pedagogy in teaching and learning of languages. The recent educational policies of India with regard to English language teaching supports the inclusion of learners’ home languages in the curriculum and value them as cultural, semiotic, cognitive knowledge and recognizes multilingualism as a resource (NCF,2005). Teaching and learning of English in India should be guided by a pedagogy rooted in multilinguality that would keep the multiplicity of languages and cultural practices among children at the centre of classroom transactions (Agnihotri, 2010). The objective of the paper is to present the multilingual pedagogies and strategies practised by teachers and learners in a linguistically diverse ESL classroom. The research questions include: (i) What are the pedagogical practices implemented by the teachers in teaching of English? (ii) What are the multilingual learning strategies practised by learners in learning of English? Data analysis from a qualitative framework included focus group interviews and classroom observations. Key findings suggest that teachers’ instructional designs were structured with in a sociocultural framework giving space to learners’ home languages, drawing heavily on cultural knowledge of the learners and encouraging collaborative and peer learning. Learning strategies of the learners included language mixing, and switching, translanguaging, extensive use of translations etc. The teachers and learners consider multilingual approach in English classes as meaningful and participatory that complements English language learning. The language practices are always in interaction with the social contexts in which they operate (Gracia, 2011) leading to sustainable multilingualism.

Keywords

Multilingualism; Multilingual approach; Pedagogies; Strategies; ESL classroom; Teachers; Learners

References

1. Agnihotri, R. K. (2010). Multilinguality and the teaching of English in India. EFL Journal, 1(1), 1–13.

2. Garcia, O. (2011). From language garden to sustainable languaging: Bilingual education in a global world. Perspective: A publication of the national association for bilingual education. Sept/Oct: 5–10.

3. National Curriculum Framework, NCF (2005). National council of educational research and training. New Delhi.