ADAPTING TO LINGUISTIC DIVERSITY: STRATEGIES FOR TEACHING ENGLISH LANGUAGE LEARNERS IN MULTILINGUAL CLASSROOMS

Abstract

This study explores strategies for adapting to linguistic diversity when teaching English Language Learners (ELLs) in multilingual classrooms. As globalization increases the prevalence of multilingual environments, educators face the challenge of addressing diverse linguistic and cultural backgrounds while ensuring effective language acquisition. Using a mixed-methods approach, the research investigates instructional strategies, teacher perceptions, and student outcomes in multilingual classrooms. Key findings highlight the effectiveness of culturally responsive pedagogy, differentiated instruction, and scaffolded learning in supporting ELLs. The study emphasizes the importance of fostering an inclusive environment that values students’ native languages and cultural identities as assets in the learning process. Challenges such as limited resources, teacher preparedness, and varying proficiency levels are also discussed, along with practical recommendations for professional development and curriculum design. This research contributes to the growing body of knowledge on multilingual education, offering insights into creating equitable and effective teaching practices for diverse learners.