Abstract
The teaching plus learning practices have become a challenge for ESL teachers and learners significantly at the undergraduate level in Pakistan. This difficulty occurs to teachers when they have to deal with ESL learners from such diverse backgrounds. In Pakistan, the English languages is majorly taught as second language at college and university levels in public and private sectors. At general level, English language is in practical pedagogy as a compulsory subject from schools to colleges and universities. The English language today is used as the world’s language some also call it as ‘’Universal language’’ because of its wide usage across the world, that contributes into the usage and learning of the language in all the domains and areas of study (Yunus, 2013). This research study attempted to investigate the strategies ESL teachers use in multilingual English language classrooms at undergraduate level in universities to deal with learners and cope up with such linguistic diversity in classrooms. The qualitative research paradigm was employed with structured online interviews of the undergraduate teachers of University of Sindh, Mehran University of Engineering and technology, Jamshoro, and Quaid-e-Awam University of Engineering, science and technology, Nawabshah, Sindh, Pakistan respectively. The study proposed that there are diversified learners in multilingual ESL classrooms at undergraduate level in universities having different backgrounds. The teachers use multiple strategies to cater multilingual learners in ESL classrooms and these situations have both positive and negative effects on learners’ performances. Keywords: English language teaching, English as Second language (ESL), learner’s experiences, learner’s difficulties, language learners, teacher’s strategies, pedagogy. DOI : 10.7176/JLLL/64-02 Publication date: January 31 st 2020
Highlights
The learning experiences and real life practices become a challenge for both learners and teachers in English as second language classrooms in learning of English language
Multilingualism strategies in ESL classrooms There were so many different strategies suggested by undergraduate teachers that they use during their classes to cater the multilingual learners and ESL classroom setting. (n=90%) teachers believed that one of the strategies that works more than any other is the conversion/ translation of ideas from L2 to L1 for the better understanding of learners and this works for 90% of them
Some (n=30%) undergraduate teachers believed that making learners engage in dialogue and group making according to their proficiencies is one of the good strategies to be applied in multilingual situation
Summary
The learning experiences and real life practices become a challenge for both learners and teachers in English as second language classrooms in learning of English language. This is present and observed mostly on the undergraduate level in third world countries. This difficulty occurs to students where the main problem comes where the learners have to communication and socialization in English as a norm in university inside and outside the classrooms. English language is in practical pedagogy as a compulsory subject from schools to colleges and universities. The English language today is used as the world’s language some call it as ‘’Universal language’’ because of its wide usage across the world, that contributes into the usage and learning of the language in all the domains and areas of study. (Melor Md Yunus, 2013)
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