14.Teaching in English in Multilingual classrooms

 Firstly, we know the definition of multilingualism-

⭐The method is using two or more language became the need for communication as well as individual.

⭐Multilingualism is also prevalent in ancient periods.

⭐Communication between different linguistic and cultural groups become earlier.

⭐High cognitive development from the pupils.

⭐Accessibility to the knowledge of different culture.

⭐Multilingualism forms highly positive relationship between bilingualism, cognitive flexibility and scholastic achievement.

 

Need of multilingualism

1.Personal growth.

2.Communication with highy education persons.

3.Improve the vocabulary and grammar.

Multilingualism is probably the most natural and mental exercise.

 

-Submitted  by Sapavat Deepthi Priya

 

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“The limits of my language mean the limits of my world.”

-Ludwig Wittgenstein (Book:TractatusLogicoPhilosophicus)

English-the language of learning, as it is sometimes called, overshadows and takes over the spaces that other languages occupy.

Students in a multilingual classroom can’t chat in their first language or turn to their classmate to clarify a point in their mother tongue. All communication has to be in the common language—English. While more challenging, this is great practice for students!

For many of the students, English is not their language of thinking. However, this does not mean that they do not possess higher order cognitive skills. They do possess these in their first language. To enable to make connections and draw on their thinking capabilities, we need them to be able to exploit their abilities in other languages in English classrooms.

Translating a concept in English to their native language for better understanding in multilingual classrooms, cannot be advocated nor avoided.

To enhance writing skills and literature skills, students can be encouraged to search for and find equivalent words in English once the ideational planning is done in their mother tongue and then asked to compose their thoughts to words in English.

As receptive capability in students exceeds productive capability, they can be given English texts to read and can be asked whether they could formulate and respond to questions in English.

Once we have established that literary capability in their first language, transferring of that capability to English will happen with ease. This will embark an affective empowerment among the languages and an effective understanding between students who speak different languages, through English.

-Submitted  Shaima Allipra