Name: Kim Jhon D.

Mendez BAELS - 3

Title: Analyzing the Effectuality of English Language Teaching Methods in Multilingual

Classroom

RATIONALE

With globalization and increased migration, classrooms worldwide are becoming

increasingly diverse in terms of language backgrounds. This diversity poses unique challenges
for English language educators, as they must cater to learners with varying levels of proficiency
and linguistic backgrounds. By investigating the effectiveness of different English language
teaching methods in multilingual classrooms, this study seeks to contribute to the development
of evidence-based pedagogical practices that can optimize language learning outcomes for all
students. Understanding which methods are most effective in such environments is crucial for
informing instructional strategies, curriculum development, and teacher training programs.

Furthermore, the findings of this study can have practical implications for policymakers,
curriculum developers, and educators worldwide. As educational systems continue to grapple
with the complexities of multilingual classrooms, evidence-based insights into effective teaching
methodologies can inform policy decisions and resource allocations to better support language
education initiatives. Moreover, this study holds the potential to shed light on the unique
dynamics of multilingual classrooms and contribute to the broader discourse on language
acquisition and educational equity. By identifying effective teaching methods that
accommodate linguistic diversity, educators can create more inclusive learning environments
where all students have equitable opportunities to succeed.

THEORETICAL FRAMEWORK

Communicative Language Teaching.

Drawing from notional-functional language theorists such as Wilkens (1972), Halliday

(1975), and Hymes (1967/1974), communicative language teaching (CLT) focuses on learning
language to communicative notions of language (time, sequence, quantity, location, and
frequency) for specific functions (requests, denials, offers, complaints). Baco Finocchiaro and
Brumfit (1983) point to the complementary nature of the approaches. Thus, communication as
the ultimate goal of language learning is achieved through interaction with others. Because of
this blend, CLT is classified here as following the interactionist theory of learning and is now
considered to be essential for effective second language teaching.

Total Physical Response

An outlier sandwiched between the more traditional approaches and those that are more
communicative is total physical response (TPR). Developed by James Asher (1977), TPR
espoused delayed production through actions as prompted by the imperative (commands). Its
use has been limited more to beginning levels of language learning (Brown, 1994, pp. 98-99).
From a behaviorist learning approach, TPR follows a gradually more complex sequence of
grammatical structures enacted by the teacher’s use of verbal commands. The learner’s role is
to physically respond to the commands, although she or he is not required to speak. Concern
about the learner’s emotional affective state is a consideration for the teacher. Tracy Terrell
and Stephen Krashen (1982) later extended and incorporated the concept of delayed
production from TPR to the natural approach

The Natural Approach

Krashen and Terrell (1983) developed the natural approach following Krashen’s
observations of Tracy Terrell’s teaching practices. Krashen’s views of language emphasize
second language learning as following a similar developmental sequence as first language
development. A focus on communication through meaningful input, as manifested in Krashen’s
five hypotheses (see Table 4), include some of the initial practices from TPR.

CONCEPTUAL FRAMEWORK
STATEMENT OF THE PROBLEM

This study aims to determine the effectiveness of English language teaching methods in
multilingual classrooms and to identify the most successful approaches for enhancing language
acquisition and proficiency among students with diverse linguistic backgrounds.

Specifically, it aims to answer the following queries:

1. How do different English language teaching methods impact language acquisition in

multilingual classrooms?

2. What are the challenges and barriers faced by students in multilingual classrooms when
learning English?

3. How do students' language backgrounds and proficiency levels influence the effectiveness of
English language teaching methods?

4. What are the most successful strategies and techniques for promoting language proficiency
and communication skills in multilingual classrooms?

5. How do teachers adapt their teaching practices to accommodate the linguistic diversity of
students in multilingual classrooms?

RELATED LITERATURE

Neokleous et al. (2022) focus on Norwegian pre- and in-service teachers and these
teachers’ views regarding the use of learners’ mother tongues to support the development of
English skills and the impact of teacher education on these views. The authors identify three
main themes in the data gathered from questionnaires and interviews. First, an overwhelming
number of the participants stated that the use of the target language should be maximized,
while the use of mother tongues should be minimized. Second, while most participants
believed that their teacher education program contributed to shaping their views about best
pedagogical practices, nearly half received no instruction about the use of mother tongues, and
many who did were instructed to either maximize using the target language or minimize
mother tongues. Finally, while many participants credited their formal education for shaping
their pedagogical practices, others named further sources of knowledge and inspiration, such as
their own experiences as learners and classroom teachers.

Tishakov and Tsagari (2022) conducted an online survey with English teachers in Norway to
investigate their language beliefs and self-reported classroom practices and how demographic
factors, such as age, gender, and education, shaped their language teacher cognition. They
found that monolingual and multilingual ideologies appear to coexist, creating uncertainties
and tension between beliefs and practices. Furthermore, the participating teachers reported
difficulties overcoming monolingual language ideologies in their English language teaching
practices, possibly due to their rootedness in teaching materials, policies, society, and
experiences as learners and language teachers. The authors conclude that teacher beliefs
appear to be in transition. Yet, more research on teacher cognition is needed, and pre- and in-
service teacher education must provide space for teachers to reflect on multilingualism and try
multilingual teaching practices.

Edwards (2008) said that speaking English can be necessary, “but the ability to speak other
languages, nonetheless, ensures a competitive edge” (p. 164). This means speaking English is
very essential and speaking other languages is an advantage that is more valuable than being
monolingual, hence the need to use these languages to learn English better. In view of the
importance of having knowledge of other languages, it is important to understand what is
meant by a multilingual person.
Wei (2008) defines a multilingual person as “anyone who can communicate in more than
one language, be it active (through speaking andwriting) or passive (through listening and
reading” (p. 4). According to the European Commission (2007), multilingualism is “the ability of
societies, institutions, groups and individuals to engage, on a regular basis, with more than one
language in their day-to-day lives” (p. 6). Aronin (2019) goes on to give an encompassing
definition by stating that multilingualism symbolises “the presence of a number of languages in
one country or community. It is the use of three or more languages, and the ability to speak
several languages” (p. 8). Skutnabb-Kangas (1981) agrees with the definitions and views
multilingualism as the ability of speaking or using more than one language. In this study,
multilingualism will include the concept of bilingualism and tringualism, the former meaning
the use of two languages and the latter meaning the use of three languages (UNESCO, 2012). In
this study the concept of multilingualism is viewed as including all forms of multilingualism
together with bilingualism and trilingualism. The definitions of multilingualism are pertinent to
discuss in this study so as to allow readers understand what it entails as the study discusses
how it can be used as a resource in the implementation of communicative language teaching.

RESEARCH DESIGN

In this research, the researcher employs qualitative research design. Qualitative research is
a flexible approach that aims to generate a deep understanding of a particular phenomenon or
subject of interest. This study examines the strength of English language teaching methods in
multilingual classroom. This study seeks to provide valuable insights that can inform
instructional practices, policy decisions and enhance the quality of English language education
in a diverse educational settings.

RESEARCH PARTICIPANTS

The respondents of this study are the Bachelor of Arts in English Language Studies (BAELS)
second year students of West Prime Horizon Institute Inc.