Multilingual Classrooms Research Articles

The affordances of plurilingual speaking games for recognizing, using, and developing plurilingual competences of children and pre-service teachers

ABSTRACT Games have long been a common activity integrated by teachers in many language learning classrooms worldwide. The change in focus from the “four skills” of speaking, listening, writing, and reading to “four modes of communication”: “reception,” “interaction,” “production,” and “mediation” in the Common European Framework Companion (2018) means that teachers need to incorporate Mediation language activities, such as translation or interpretation, that fit with this shift. This study explores the perceived affordances of playing plurilingual, speaking games for children and pre-service teachers (PSTs) in a joint university-primary school project in Spain. The project aimed to support the development of plurilingual and intercultural competence of 21 pre-service teachers and 23 children. Using a case study approach, incorporating thematic analysis, teachers’ written reflections are analyzed. Findings highlight that the games afforded the learning of languages using and awareness of languages; making children’s multiple languages “visible”; boosting enjoyment, collaboration, motivation, and risk-taking which facilitated a change in children’s social roles to “teacher.” Affordances for pre-service teachers included developing pedagogical know-how for working in a multilingual classroom and awareness of children’s linguistic repertoires. Considerations for game design and research are presented.

A Review of Language Curriculum Development in Multilingual Classrooms

Integrated curriculum models in language teaching have gained prominence as educators seek to provide holistic, interdisciplinary learning experiences that improve both language proficiency and content knowledge. These models emphasize the meaningful application of language skills across various subjects, promoting deeper student engagement and critical thinking. However, the implementation of integrated curricula presents challenges related to teacher collaboration, resource availability, and institutional support, especially in traditional educational settings. This review aims to analyze the effectiveness of integrated curriculum models in language teaching by synthesizing findings from empirical studies and theoretical discussions. The study examines how these models influence language learning outcomes, foster critical thinking, and address the practical challenges faced by educators. Both qualitative and quantitative studies were included, covering various educational levels and cultural contexts. The findings indicate that integrated curriculum models enhance language proficiency, particularly in communicative and academic skills, while simultaneously improving student engagement and content mastery. Effective implementation depends on strong teacher collaboration and institutional support. However, barriers such as inadequate resources and lack of training often hinder the success of these models. In conclusion, integrated curriculum models offer substantial potential for improving language education, but their success requires careful planning and sufficient support. Future research should focus on long-term outcomes and the adaptation of these models to diverse educational contexts to maximize their impact.

Harmonizing Languages: The Impact of Multilingual Classroom Dynamics on Teaching Indonesian in Taiwan

This case study investigates the intricate interplay of multilingualism, specifically in Chinese and English, and its consequential impact on the language of instruction in the context of teaching Indonesian as a foreign language in Taiwan. This research delves into the nuances of language pedagogy within a multicultural and multilingual educational setting. This study employs case study methodology, gathering data through classroom observations and openended student questionnaires. Additionally, students' progress, as evidenced by assignments and feedback, serves as a quantitative indicator to measure the influence of multilingualism on their language learning journey. Key objectives include examining student preferences and perceptions on the use of Chinese and English in Indonesian language course instruction. The research explores instances of code-switching and code-mixing, shedding light on the dynamic language choices of instructors and learners. Through an analysis of student progress, the study aims to discern tangible outcomes associated with the multilingual approach. The results show that students found the classroom dynamics positive and motivating, enhancing their learning experience. Local students benefited from using Chinese, while international students appreciated the multilingual approach, though some noted occasional delays in translation. Overall, the study provides insights into the benefits and challenges of multilingualism in Indonesian language instruction in Taiwan, contributing to discussions on effective practices in multilingual education.

Digital Stories and Inclusive Cultures at School: A Research Study in an Italian Primary Multicultural Classroom

This study explores the effectiveness of digital storytelling in enhancing communicative competence—encompassing both linguistic and narrative skills—and fostering inclusivity in a multicultural primary classroom in Genoa, Italy. The quasi-experimental intervention spanned four months and involved eight lessons designed to engage students from diverse cultural backgrounds, particularly those with migratory backgrounds. Pre- and post-intervention assessments were conducted to evaluate linguistic proficiency, narrative competence, and educational inclusion. The results from the Italian language proficiency test demonstrated that second-generation students typically performed at the B1 level, while students with more recent migratory backgrounds scored lower. However, narrative competence showed notable improvements among A2+ level students, who outperformed their peers in certain dimensions despite linguistic challenges. Observational rubrics used throughout the intervention revealed increased classroom inclusivity, active participation, and cultural exchange. Despite limitations related to the sample size and intervention duration, the findings suggest that digital storytelling can significantly enhance communicative competence and promote a more inclusive classroom environment. Future research should investigate the long-term effects of digital storytelling on multilingual classrooms and its broader applicability.

Exploring preservice teachers’ pedagogical content knowledge for teaching analytical geometry in multilingual classrooms

The narrative permeating higher education institutions globally is the intention to advance the quality of preservice mathematics teachers to gain better performance than mathematics school learners. In this article we report on a qualitative case study which explored the pedagogical content knowledge (PCK) of preservice teachers (PST) (n = 20) at a South African university of technology. These preservice teachers were provided with activity sheets with past examination questions in analytical geometry. Their written responses were analysed, and verification interviews were conducted. This was followed by an analysis of the preservice teachers’ lesson plans for teaching the topic to Grade 11 learners. The domains and subdomains of the Shulman’s PCK derived Mathematics Teacher’s Specialised Knowledge (MTSK) model were used as the theoretical framework. The study established that the PSTs had limited content knowledge, and knowledge for teaching analytical geometry at Grade 11 as their responses to the activities confirmed that they mostly had procedural understanding. The study was conducted in a context with multilingual PSTs who are training in multilingual classrooms.Contribution: The study will highlight the misconceptions and existing gaps in the PSTs’ knowledge for teaching analytical geometry in multilingual classrooms.

Multilingual English second language students’ voice in digital storytelling

Digital storytelling is a productive approach to engaging multilingual students in creative, expressive, and practical tasks to increase their English language development and meaningful thinking. Based on previous research, digital storytelling helps students stay motivated, expand their communication skills, and create narratives with multiple multimodal features (Robin, 2008; Reinders, 2011; Tecnam, 2012). This study expands on previous research by exploring voice in students’ digital storytelling to showcase their identities. A mixed-method study investigated whether the same author's voice could be differentiated among the raters. Therefore, 25 participants were recruited and asked to watch ten pairs of digital stories to evaluate linguistic and multimodal aspects of the stories and either attribute them or not to the same author. The study results indicated that the raters could distinguish between digital stories authored by the same multilingual ESL writer and those crafted by different writers, thus proving that multilingual ESL learners implement voice in their digital stories. The study also revealed that the raters relied on certain multimodal and linguistic features while making their decisions, therefore underlying the importance of developing those multimodal elements in multilingual classrooms. Finally, the study offers numerous activities that can be implemented in multilingual classrooms to develop ESL students’ voices and shape their identities.

Translanguaging for the construction of instructional immediacy in a Mandarin–Japanese crosslinguistic class

Abstract Accumulating studies on teachers’ instructional immediacy consistently show a strong positive correlation with teaching effectiveness. To expand the research in a bilingual and cross-cultural context, the current study investigates the construction of instructional immediacy in a natural classroom setting by theoretically anchoring on translanguaging, which refers to the idea of promoting the integration of all linguistic and nonlinguistic resources to achieve effective pedagogy with multilingual speakers. We quantified the nonverbal facial expressions to compare the teacher’s endeavours in different language modes when constructing instructional immediacy, and we used Multimodal Conversation Analysis (MCA) to examine his endeavours. The results revealed language-specific facial expressions which are attributed to varied teaching purposes. We conclude that translanguaging can serve as an effective tool for fostering instructional immediacy in multilingual classrooms.

EMI AND ELF IN TEACHING LANGUAGES OTHER THAN ENGLISH

The increasing global mobility has led to a rise in multilingual classrooms, making foreign language teaching more complex. In such environments, using students’ native languages to teach foreign languages has become problematic. This challenge is even more pronounced when teaching languages other than English (LOTEs) in multilingual settings, where relying on a common native language is no longer feasible. This is especially true for high-context languages, which depend heavily on contextual and non-verbal cues for communication. These languages often convey implicit information, requiring a deep understanding of context, shared experiences, and cultural references for effective communication. Examples of high-context languages include Japanese, Chinese, Korean, Thai, Arabic, and Spanish.

Introduction to the Special Theme issue “Innovative, Interactive, and Intelligent Uses of Technology in Multilingual Classrooms”

Introduction to the Special Theme issue “Innovative, Interactive, and Intelligent Uses of Technology in Multilingual Classrooms”

Challenges and Strategies in Teaching English in Multilingual Classrooms

Challenges and Strategies in Teaching English in Multilingual Classrooms

Translingual Writing: A Transformative Classroom Strategy in Multilingual Classroom of Nepal

Translingual Writing: A Transformative Classroom Strategy in Multilingual Classroom of Nepal

THE USE OF ENGLISH MEDIUM INSTRUCTION IN MULTILINGUAL CLASSROOMS IN JAPANESE LANGUAGE TEACHING

Purpose. This article examines the use of English medium instruction (EMI) for teaching Japanese as a foreign language (JFL) by non-native speakers with a focus on multilingual classrooms. It also explores teachers’ positive and negative beliefs about using EMI in classroom settings for JFL instruction. Methods and procedure. 274 non-native Japanese language teachers from around the world (57 countries) voluntarily participated in a survey, answering a questionnaire on Google Forms and Jotform. Both qualitative and quantitative methods were employed. The research instrument was piloted before the main study and was found to be effective and adequate to elicit the desired data. The research questions aimed to identify whether there were any relationships between the use of EMI and the multilingual classroom. Findings. The results showed a clear correlation between the extensive use of EMI and the multilingual character of JFL classrooms. Translanguaging turned out to be a common practice adopted by non-native Japanese teachers regardless of the primary language of instruction. The article concludes that EMI can be a valuable tool for JFL instruction in multilingual classrooms. Based on the investigation of the teachers’ beliefs, the results showed a changing positive attitude towards English employed in JFL classrooms. Implications for research and practice. The findings can be used to further investigate EMI in JFL instructional practices in multilingual classrooms, improve the quality of JFL instruction and facilitate the integration of multilingual education into foreign language teaching. Future research can explore the effectiveness of EMI in different JFL contexts and investigate the impact of EMI on students’ language learning outcomes.

Implementation of Teacher Training: Providing Specialized Training for Teachers to Handle Multilingual Classrooms Effectively

The rapid globalization and increased migration have led to a significant rise in multilingual classrooms. This dynamic presents unique challenges and opportunities in educational settings, necessitating specialized training for teachers. The increasing diversity in classrooms requires teachers to have the necessary skills and knowledge to cater to the needs of multilingual students. The findings and discussions highlight the benefits of specialized training for teachers and its impact on student outcomes. This article examines the implementation of teacher training programs focused on equipping educators with the skills and strategies needed to effectively manage and teach in multilingual environments. The article reviews literature on the challenges faced by teachers in multilingual classrooms and the impact of specialized training on teacher effectiveness. The method section outlines the various training programmes available for teachers and their effectiveness. Drawing on data from recent studies, statistics, and case examples, the paper examines the effectiveness of these training programmes and offers recommendations for future practice. The findings suggest that specialised training significantly improves teachers' ability to manage multilingual classrooms, promotes inclusive education, and enhances student outcomes. The conclusion emphasises the need for ongoing professional development for teachers in multilingual settings.

Arousing Learner Interest and Engagement in a Multilingual Classroom Context: English Second Language Teachers’ Experiences and Strategies

Teaching English as a Second Language (ESL) to learners of different basic schooling phases is arguably an interesting yet enigmatic phenomenon, which features a variety of factors such as language diversity, curriculum, policy, and cultural factors. This paper sought to explore the experiences and the strategies employed by ESL teachers to aid learners navigate through linguistic diversity in English Second Language classroom contexts. From the interpretivist epistemological stance, the researchers inferred qualitative data through semi-structured interviews from ten (10) purposively sampled high school ESL teachers from one district in Durban. Data was thematically analysed through the Social Constructivist Theory. The study’s findings indicated that the primary approach used by ESL teachers in linguistically diverse classrooms was various languages in English literature classrooms. Furthermore, the study discovered that using various languages arouses learners’ interests and enhances learner involvement in classroom-based activities. In this regard, the researchers concluded that learners are more engaged and motivated to learn to read, analyse and respond to texts in a multilingual classroom than in monolingual classrooms. The researchers further recommend that teachers use strategies beyond the textbook and policy documents to capture the learner’s attention. Using various teaching approaches, codeswitching, and translanguaging are effective strategies teachers and the Department of Education should not shy away from. Keywords: Learner interest, Learner engagement, English as a Second Language, Multilingual classrooms, Literature in English, Code-Switching.

In-service and Pre-service Perspectives: Cultivating Plurilingual Awareness in Multicultural Classrooms

Recent years have seen a growing interest in fostering inclusivity and interaction among individuals from diverse linguistic and cultural backgrounds in FL or L2 classes, which has led to the proliferation of intercomprehension practices in language teacher education, facilitating teachers' identity development, intercultural sensitivity, and plurilingual awareness. Using plurilingualism as a conceptual framework, the data of this qualitative study is collected from a pre-service teacher education program and an intensive language education program at two state universities. Building on the previous research and challenges reported by in-service teachers in multicultural and multilingual classrooms, some scenarios are formed with prompts to reveal metaphors, followed by semi-structured interviews to elaborate on the participants' perspectives. In light of the findings, some suggestions and implications are provided with pedagogical purposes to soften the bonds among different cultures in language classrooms and foster interaction among members of different societies and awareness of plurilingual competences. Acknowledging the substantial impact of English language teachers' intercultural sensitivity, diversity, and inclusion, and an emerging need for enhanced educational equality and social justice in teacher training, this study contributes to the existing research by providing implications for teacher identity development.

Thinking about numbers in different tongues: An overview of the influences of multilingualism on numerical and mathematical competencies.

In an increasingly multilingual and multicultural world, understanding the interactions between language and mathematics is critical, especially when individuals must acquire and exercise their mathematical competencies in multiple languages. Indeed, research shows that, overall, L2 language learners are at an academic disadvantage compared to their L1 peers. The current article briefly overviews how multilingualism influences basic and advanced mathematical skills and interacts with mathematical learning difficulties. We first outline the traditional cognitive models of number learning and language processing. We then discuss the particularities of multilingualism and how it impacts numerical skills such as counting and building lexical-semantic associations, transcoding and arithmetic, mathematical word problems and mathematical performance tests, and dyscalculia diagnosis. We end this review by outlining challenges, recommendations, and solutions for multilingual educational settings. The article is intended as a guide for numerical cognition researchers who work with diverse populations and for mathematics educators and educational policy-makers facing the challenges of a multilingual classroom.

Intercultural Competence of Teachers to Work with Newcomer Children

With the increasing diversity in society caused by migration processes, the heterogeneity of classrooms in educational institutions is increasing. Teachers face new challenges related to cultural diversity in a multicultural classroom. This is more common in societies with a diverse population and in societies where newcomers regularly enter schools. In order to facilitate the inclusion of newcomer children in the education system, more analysis of teachers’ intercultural competence is needed. Intercultural competence is the teacher’s ability to understand, adapt to and work effectively in different cultural and linguistic contexts in the pupils’ environment. This competence includes the knowledge, skills and attitudes necessary to work successfully in a multicultural and multilingual classroom. The intercultural competence of a teacher is essential to create a positive and effective learning environment in which all pupils can learn and develop better, regardless of their cultural or linguistic background. Experience gained in working with newcomers is an important factor influencing teachers’ self-assessment of their knowledge, skills and attitudes, and the results show that respondents with such experience rate their knowledge, skills and attitudes higher than respondents without such experience, while age, work experience, level of education and workplace do not show statistically significant differences for the parameters analyzed. The aim of this study is to analyze the structure of the intercultural competence of teachers and its pedagogical potential and characteristics for the activities of teachers in a multicultural educational environment in the context of migration processes, and to assess the readiness of teachers for the inclusion of newcomer children in the Latvian education system. Research methods: analysis of scientific literature, survey of teachers, data processing in SPSS 22.0.

Transpositioning in English medium instruction classroom discourse: insights from a translanguaging perspective

The concept of ‘transpositioning’ is an emerging notion in the field of Applied Linguistics, influenced by positioning theory and liquid modernity. Transpositioning involves individuals breaking away from their predefined roles and adopting different perspectives through translanguaging. However, there is currently a lack of research exploring how multilingual classroom teachers can transcend their positions using translanguaging to achieve their specific communication goals in multilingual classrooms. This study is the first study that investigates how an English-Medium-Instruction teacher undergoes transpositioning by adopting different positionings to construct an imaginary scenario and engaging in co-learning with students. The study employs Multimodal Conversation Analysis to analyse the classroom interaction data, and the findings are triangulated with video-stimulated-recall-interview data, which is analysed using Interpretative Phenomenological Analysis. The paper argues that transpositioning is a fundamental aspect of the teacher’s classroom translanguaging competence. This competence involves not only the strategic utilization of multilingual and multimodal resources to construct new knowledge and achieve specific pedagogical goals, but also requires the teacher to selectively draw from his repertoire and modify his identity positions in response to the evolving dynamics of classroom interaction.

Multilingual Classroom Assistants as Nonauthorized Policy Actors: Understanding and Enacting a Swedish School Policy

ABSTRACT The aim of this article is to explore how national-level Swedish policy intentions concerning multilingual classroom assistance are being enacted at the local level. The article is based on semi-structured interviews with 12 newly arrived students and 30 interviews with teachers, multilingual classroom assistants, school leaders, and other school staff, conducted in 2018/2019 at two compulsory schools in the Stockholm region, during one year of fieldwork. The data were analysed using the conceptual bases of critical policy analysis. The findings reveal that the structural conditions for enacting national policy concerning multilingual classroom assistance are characterized by collectivizing strategies. The schools build their support measure strategies on selective appropriations of collective solutions to achieve their own organizational strategies and goals. Engagement in policy enactment by constructing local strategies is not an option for all actors in these two schools, but only for authorized policy actors. The study further demonstrates the need to reorganize multilingual classroom assistance by grounding it in students’ individual educational needs.

Language Portraits of Four Transnational Educators from China: Experiences, Ideologies, and Teaching Practices

This study uses language portraits (Busch, 2018) to shed light on the relationship between the multilingual experiences and teaching practices of four transnational educators who have lived, studied, and taught across China and the United States. Using multimodal thematic analysis methods (Coffey, 2015; Purkarthofer & De Korne, 2020), this approach highlights the ways in which language experiences and teaching practices are mediated by language ideologies. This approach enables the participants to visualise and describe their linguistic repertoires and multilingual experiences in relation to teaching practices in the focus group interview. Findings show that these educators from China value Chinese as a resource for teaching and learning. They hold an asset-oriented view of the students’ home languages and are willing to incorporate their home languages to support classroom teaching and learning. Although they have mixed feelings about English, due to negative learning experiences, they are aware of the economic value of the language, which sustains their efforts to improve their English proficiency and influences their career plans. Overall, the educators evidence an emerging, yet rudimentary, multilingual awareness. The entrenched ideology of Mandarin monolingualism, which prioritises Putonghua (Standard Mandarin) over other Chinese dialects, along with the global dominance of English and its associated language ideology, has profoundly influenced teaching practices in multilingual classrooms.