TEACHING ENGLISH IN MULTILINGUAL CLASSROOMS

Abstract

This article explores the challenges and opportunities of teaching English in multilingual classrooms, where students come from diverse linguistic and cultural backgrounds. It analyzes contemporary pedagogical approaches such as translanguaging, communicative language teaching (CLT), and culturally responsive pedagogy. The study highlights how multilingual learners’ prior linguistic knowledge can accelerate English acquisition, while also discussing classroom management, assessment strategies, and teacher competencies required for success. Recommendations for educators and policymakers are provided to promote equity and inclusiveness in multilingual English learning environments.