2.

AS A TEACHER OF ENGLISH, WHAT STRATEGIES/ACTIVITIES CAN YOU

USE TO SUPPORT LEARNING IN A MULTI-LINGUAL CLASSROOM?

Certainly, in a multilingual classroom, it's important to employ strategies that cater to

diverse language backgrounds and promote an inclusive learning environment. Here are
some few strategies and activities to support learning in a multilingual classroom as
mentioned below;

Cultural Awareness and Inclusivity. Start by acknowledging and celebrating the linguistic

and cultural diversity in the classroom. Incorporate materials and examples from various

cultures and regions where English is spoken. Christopher M. Eastman (1991)

Pairing Language buddies.

Pair pupils who speak different native languages to work together on projects. Encourage
them to help each other with understanding and practicing English. This fosters collaboration
and provides opportunities for language exchange.

Having a multilingual Word Wall: Create a word wall with key vocabulary in
multiple languages. Provide resources in multiple languages to help students comprehend
new concepts. This can include instructions, glossaries, or translations. This helps pupils
make connections between words in their native language and English.

Carrying out cultural Show and Tell: Allow pupils to bring in items or share stories
from their culture. This promotes understanding and appreciation for diversity.

Language Journals: Have pupils maintain language journals where they record new
words or phrases in both their native language and English. Encourage students to keep
language journals where they can write in both their native language and English. This helps
them reflect on language acquisition and build a personal connection to the language.

Interactive Language Games: Incorporate language games that engage pupils in a

fun and interactive way, promoting language development without the stress of formal
learning.
 Setting up Language Corners: Designate corners of the classroom for each major
language spoken. Rotate activities and resources in these corners to cater to different
language groups. Set up different language stations where students can rotate and engage in
various language-learning activities. Each station could focus on different language skills
like reading, writing, speaking, and listening. Christopher M. Eastman (1991)

Storytelling Circles: Create small groups for storytelling sessions. Each student can
contribute a part of the story in their native language, promoting oral proficiency.

Flexible Grouping: Frequently change group compositions to encourage pupils to

work with a variety of language partners. This ensures that students can receive targeted
support and challenge based on their individual needs. This helps in cross-cultural
communication and collaboration.

Encouraging a language-rich Environment: Surround the classroom with labels,

signs, and visual aids in multiple languages. This supports language acquisition and
reinforces vocabulary.

Peer Teaching: Allow pupils to take turns teaching a short lesson in their native
language. This builds confidence and provides a different perspective on the material.

Use of Technology: Integrate language learning apps, online resources, and

interactive whiteboards to make learning more dynamic and appealing to different learning
styles. This allows students to practice independently at their own pace.

Culturally Responsive Teaching: Be aware of cultural nuances in communication

styles and incorporate teaching methods that resonate with pupils from various cultural
backgrounds.

Parental Involvement: Encourage parents to share their linguistic and cultural expertise.
This can be through presentations, storytelling, or even language workshops.
REFERENCES.

1. The Languages of Uganda" by Christopher M. Eastman (1991)

2. Language Policy and Nation-Building in Uganda" by Josephine Ahikire (2007)

3. Language Policy in Education in Uganda" by Christine Matovu (2015)