Innovations in Multilingual Classroom: Exploring Teachers' Experiences

Abstract

This article explores the English language teachers' innovative practices on multilingual education and their experiences on using multilingual strategies in the classroom. In order to find out the teachers' innovative practices in multilingual education and their strategies for multilingual instruction, a semi structured interview and small group discussion was taken. The results of the study concluded that English language teachers involved their students in the use of multiple languages that they know for developing content knowledge. The teachers believed that multilingual approach supports the students to be linguistically and culturally resourceful. As a part of the experiences of the use of multilingual strategies, the study identified that the teachers linked up vocabulary meaning in different language; used translation as a technique to clarify the concept; provided exposure in multiple languages, facilitated the learners to be bilingual through language transfer; encouraged students to contribute something in their own language; allowed questions in students' own languages; and used as many languages as possible as the resource pool to impart information to the students.

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