Abstract
This paper analyses the issues and challenges of linguistically diverse English Language Teaching (ELT) classrooms in India. In India, the English language is not the first language; the majority of them speak Hindi or their state languages. Due to this concern, numerous questions are arising for teachers, such as (a) How many languages and which specific language should be used as a mode of classroom communication to convey the message/instruction effectively? (b) What should be the number of students in a particular class? and (c) Does the teacher have competency in the native language? Most of the local schools in Tribal areas do not teach in native or “Adivasi” language in ELT classrooms. Indian speaking now many languages, they are multilingual but for communicating, we have to speak in a single language. So, the question is arising for how to tackle with this multilingual classroom to teach the English language? This is a challenge for India in the twenty-first century. Thus, we need to have some ways to accept the challenge and to increase the level of students in India. This paper suggests some solutions to those challenges and seeks the answer to such problems to enhance the quality of multilingual in ELT classrooms.
Highlights
An approach to multilingualism prepares one to present her/himself before the whole world in a more confident manner and makes you competent to face the challenges of the world
Multilingualism refers to an individual speaker who uses two or more languages or to a community of speakers where the use of more than one language is common
By “ambiance of languages” he meant that no Indian had one single language
Summary
An approach to multilingualism prepares one to present her/himself before the whole world in a more confident manner and makes you competent to face the challenges of the world. There are 1652 mother tongues (Census of India, 2001) and much larger numbers of dialects These have been classified into 300 to 400 languages (five language families). There are constitutionally recognized official languages (Constitution of India, VIII schedule, after the 100th Constitutional Amendment, Dec. 2003) along with English (the associate official language) Teaching in such multicultural and multilingual ELT classrooms by using a single and specific language as a medium of instruction has adversity for teachers to teach English. By “ambiance of languages” he meant that no Indian had one single language He says, “We speak one language of the street, another of the prominence, besides the language of communication.”. “We speak one language of the street, another of the prominence, besides the language of communication.” This is the unique quality of India where they have so many languages and those languages support the student to learn and enjoy many languages
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