Multilingual Learning

Diversity is in every classroom: students come from different backgrounds, have different skills,
and speak different languages. Multilingual learning strategies are designed to not only
acknowledge this diversity but to celebrate it with the aim of helping all students achieve success
in academics and beyond. The ability to speak—and further, to learn—in multiple languages is
invaluable. Multilingual learning and encouraging students to hone their multilingual skills could
have lasting benefits for young learners throughout their lives.

What is multilingual learning?

Multilingual learning refers to the process of teaching students who regularly engage with more
than one language. For example, in the U.S. a student may be in a school where instruction is
English-based while Spanish is the primary language at home. Effective multilingual learning
fosters a welcoming environment for those students and uses research-based instructional
strategies to support their learning. A multilingual learning environment is most successful when
educators create an inclusive environment that celebrates language diversity and encourages
students to improve their mastery of multiple languages by forming connections between words
and ideas.

Getting Started with Multilingual Learning

A good place to start with multilingual learning (or any type of learning) is to consider
who you’ll be teaching, what they know, and where they come from. Chris McCormick,
Sphero Education Content Manager, finds that WIDA, a consortium that has put together a
helpful framework for multilingual learning, offers excellent key considerations when
teachers are developing instruction for multilingual learners. Teachers can ask:

 What are their previous educational experiences?

 Have they recently arrived in the U.S.?

 What are their cognitive and behavioral strengths, needs, and abilities?

 What are their personal experiences?

These considerations allow teachers to customize instruction for their students which will not
only make it more effective from an academic standpoint, but also create a more welcoming and
engaging environment for their learners.

As a result of teaching and learning in multilingual classrooms, teachers and students encounter a
range of challenges. Some of the major challenges are discussed as follows.

Challenges in the Multilingual Classroom

Weak Linguistic Background

Many students in schools struggle to know even simple statements in English, and even after
multiple repetition, they’re hesitant to utilise English in their conversations. These students don’t
speak English fluently. In multilingual classrooms, the influence of various regional languages
will be evident within the interactions between teachers and students. The learners are unable to
understand instructions delivered just in English. The multilingual class observation revealed that
both teachers and students were continuously switching codes within the classrooms.
Anxiety among Learners
Another problem is that the anxiety level of scholars during a multilingual classroom. Students
who don’t have an English language background are more likely to be passive listeners in school
and don’t participate actively in classroom discussions or activities. Another issue with kids
within the classroom is language anxiety, which is defined as a sensation of tension and
trepidation primarily connected with second language circumstances, like speaking, listening,
and learning. The scholars are concerned that if they are saying something inappropriate, their
classmates or the teacher will kid them. These signsof hysteria indicate that students are tense
during a bilingual classroom where they’re unable to convey their emotions.
Lengthy Syllabus
Another issue in teaching and learning in a very multilingual classroom could be a long syllabus.
Students have a limited amount of your time to hide the curriculum, which is created tougher
when the category is multilingual. The youngsters don’t heed the teacher’s instructions. As a
result, teachers are obligated to complete the syllabus on time, and that they are unable to repeat
the lesson. In situations where teachers are caught in need of time, the learners and perceptions
are frequently overlooked. The children in these classrooms are usually silent or uninterested,
and they rarely answer the lecturers.
Lack of Teacher Trainings
Government schoolteachers don’t seem to be provided with adequate opportunities to participate
in multilingual instruction in an inclusive setting. Teachers in multilingual classrooms face
unique challenges, so people who teach in such settings should be well-prepared to pander to the
challenges. Teachers who are professionally trained and groomed can handle multilingual
classrooms much better than teachers who haven’t been professionally prepared and must put in
extra work thanks to language variety. Similarly, kids must be more engaged and attentive so as
to be told more effectively during a bilingual setting.
Monolingual Based Assessment
Another issue with teaching during a multilingual classroom is that evaluation is frequently done
in an international language (English), in which the students are not well versed.
Mismatch between Language of Instruction and Dominant Learner’s Familiar Language
The language of instruction could be a barrier to the learners’ literacy acquisition within the
multilingual classroom. There’s a mismatch between the instruction language and therefore the
learners’ prevailing familiar language.
The Monolingual Ideology within the School and Curriculum
Some of the colleges promote teaching using one language to all. Teachers find it very difficult
to show in such schools.
Language Barrier
One of the most obvious challenges of lecturing in a multilingual classroom is the language
barrier. Even if your students have a high level of proficiency in the language of instruction, they
may still struggle with understanding some of the academic vocabulary, idioms, or cultural
references that you use in your lectures. They may also have difficulties expressing their
questions, opinions, or feedback in class. Language barriers can affect your students'
comprehension, participation, and motivation in your lecture
Cultural diversity
Another challenge of lecturing in a multilingual classroom is the cultural diversity of your
students. Your students may come from different countries, regions, ethnicities, religions, or
social groups that have different norms, values, beliefs, and expectations about education and
learning. For example, some students may prefer a more teacher-centered or student-centered
approach, a more formal or informal tone, a more individualistic or collectivistic orientation, or a
more direct or indirect communication style. Cultural diversity can lead to misunderstandings,
conflicts, or stereotypes in your lectures.
Pedagogical adaptation
A final challenge of lecturing in a multilingual classroom is the pedagogical adaptation that you
may need to make to suit your students' diverse learning styles, levels, and goals. You may need
to adjust your lecture content, structure, delivery, and assessment to make sure that they are
relevant, appropriate, and effective for your students. You may also need to incorporate more
interactive and collaborative activities, feedback mechanisms, and support resources to engage
and assist your students in your lectures. Pedagogical adaptation can be time-consuming,
demanding, and complex.

What are the teaching strategies to be used in a multilingual classroom?

In a multilingual classroom, it is important to use teaching strategies that support the diverse
language backgrounds of Teaching in a multilingual classroom can present some unique
challenges, but there are several strategies that can be used to effectively support the learning of
students with different language backgrounds. Here are some strategies to consider:
Know your students
The first step to teaching multilingual students is to get to know them as individuals and learners.
Find out their backgrounds, interests, strengths, and needs. Learn about their native languages,
cultures, and experiences. Use surveys, interviews, portfolios, and observations to gather
information. This will help you build rapport, respect, and trust with your students, as well as
tailor your instruction to their learning styles, preferences, and goals.
Create a supportive environment
The second step to teaching multilingual students is to create a supportive and inclusive
environment in your classroom. Make sure your students feel welcome, valued, and safe. Use
visual aids, gestures, and demonstrations to communicate clearly and effectively. Encourage
collaboration and interaction among students from different language groups. Celebrate diversity
and promote cross-cultural awareness and appreciation. Provide positive feedback and
recognition for your students' efforts and achievements.
Adapt your curriculum
The third step to teaching multilingual students is to adapt your curriculum to their linguistic and
cognitive levels. Use differentiated instruction to provide multiple entry points, scaffolds, and
extensions for your students. Use thematic units, project-based learning, and authentic tasks to
connect your content to your students' lives and interests. Use multilingual resources, such as
books, videos, websites, and podcasts, to expose your students to a variety of texts and genres.
Use language objectives, along with content objectives, to focus on the development of academic
language skills.
Use effective strategies
The fourth step to teaching multilingual students is to use effective strategies to facilitate their
comprehension and expression. Use explicit and systematic instruction to teach vocabulary,
grammar, and discourse. Use graphic organizers, charts, and diagrams to organize and visualize
information. Use cooperative learning, peer tutoring, and mentoring to provide opportunities for
practice and feedback. Use multimodal approaches, such as oral, written, and digital, to enhance
your students' communication skills.
Assess your students
The fifth step to teaching multilingual students is to assess your students' progress and
performance. Use multiple and varied forms of assessment, such as formative, summative,
alternative, and portfolio, to measure your students' growth and achievement. Use rubrics,
checklists, and criteria to guide your evaluation and feedback. Use self-assessment and reflection
to involve your students in their own learning process. Use assessment data to inform your
instruction and intervention.
Collaborate with others
The sixth and final step to teaching multilingual students is to collaborate with others who can
support your students' learning. Work with your colleagues, administrators, counselors, and
specialists to share ideas, resources, and best practices. Communicate with your students'
families and communities to establish partnerships, expectations, and involvement. Seek
professional development opportunities to learn more about multilingual education, research, and
policy. By collaborating with others, you can enrich your teaching practice and enhance your
students' learning outcomes.
There are some other strategies can be used in a multilingual classroom
;

1. Creating a positive classroom environment: Creating a positive and inclusive classroom

environment where all students feel welcome and valued can help to foster a sense of community
and belonging among students with different language backgrounds.

2. Building on students' existing knowledge and skills: Recognizing and building on the
linguistic and cultural knowledge and skills that students bring to the classroom can help to
create a sense of relevance and engagement for students.

3. Using visual aids and real-life examples: Using visual aids, such as pictures, diagrams, and
videos, as well as real-life examples and hands-on activities, can help to make abstract concepts
more concrete and accessible for students with different language backgrounds.
4. Differentiation: Differentiating instruction by providing multiple means of representation,
expression, and engagement can help to ensure that all students have access to the curriculum.
5. Collaborative learning: Encouraging collaborative learning and group work can help to
foster communication and understanding among students with different language backgrounds,
and can also help to build language skills.
6. Bilingual education: Incorporating the students' native language(s) into instruction when
appropriate can help to build a bridge between their home language and the new language they
are learning.

7. Encourage peer learning: Pairing students with different language backgrounds can help
them learn from each other and build their language skills. Encourage students to work in groups
and collaborate on projects to promote peer learning and foster a sense of community in the
classroom.

10. Use translation tools: Online translation tools can be a useful resource for students who are
struggling to understand the language of instruction. Encourage students to use these tools to
translate key concepts or vocabulary words into their native language.
11. Simplify language: Try to use simple language and avoid complex sentence structures that
may be difficult for non-native speakers to understand. Speak slowly and clearly, and use
gestures and facial expressions to reinforce your message.

12. Provide feedback: Provide constructive feedback to students to help them improve their
language skills. Encourage them to practice speaking and writing in the language of instruction
and provide opportunities for them to receive feedback from their peers and teachers.

By incorporating these strategies into your teaching, you can create a supportive and inclusive
learning environment that meets the needs of all your students, regardless of their language
background it’s important to remember that multilingual students have different needs and levels
of proficiency, so it's important to be flexible and responsive to their needs. Teaching strategies
in a multilingual classroom are a combination of the teaching styles you've used in the past, as
well as some new approaches.

The first thing to consider is whether or not you want to use one teaching strategy over another.
For example, if you've always taught grammar through repetition and memorization, then this
strategy may work well for your students. If on the other hand, you prefer to teach grammar
through practice, then your students may benefit from practicing with less formal tools (like
flashcards).The next thing to think about is how much time you want to spend on each
technique. Some teachers prefer to spend more time teaching one particular subject at a time
with each student, while others prefer to teach several subjects at once so that they can cover all
of their material in less time. It's important to find out what works best for your class size and
style of teaching before diving into a particular strategy. The last thing worth considering is how
much variety there should be between lessons—this will depend on what type of learner your
students are and how quickly they learn things like vocabulary or syntax.