Inclusive Education in Action: Navigating Multilingualism in Classroom

Strong language and literacy skills are necessities for academic learning as they support all cognitive processes essential for learning. Therefore, comprehending meaning, thinking, and reasoning need to be a part of language and literacy development in early grades. Teaching and learning in early years must be on children’s oral language and help those who come from low literacy backgrounds with initial support to make them understand the forms and functions of print. Encouraging children to talk, making use of their languages as a resource in the classroom, and using their backgrounds and experiences in literacy-related activities are some important elements of an early literacy instruction strategy.

When children learn through their first language as the medium of instruction, (ie, either their mother tongue or the language used at their home) for several years, they are likely to perform better in academics including learning other languages and school subjects than children who study through a second or unfamiliar language as the medium of instruction. Strong knowledge of the first language (L1) helps to learn other languages better as languages develop in an interrelated manner.

Children take five to seven years to learn an unfamiliar language as a subject to learn through the medium of that language. Early childhood years are the time required to develop enough academic skills in that language, especially in that scenario where kids have limited exposure to the second language outside school.

Besides the use of better learning, the use of children’s languages is necessary for creating positive self-efficacy, self-esteem, and affirming identity among young children and these aspects are indispensable for their holistic development.

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South Asian countries are multi-ethnic and multilingual with the usage of different languages, dialects, and local/regional languages for inter-community interaction. Adults in most parts of South Asia are bilingual or plurilingual. There is less information about children’s language proficiencies when they join school at age 5 or 6.

The use of English as a medium of instruction mostly hinders appropriate pedagogical options for languages in education at the primary level. Approaches to the use of languages as mediums of instruction and as subjects and their combined use for teaching-learning should be used flexibly based on the different sociolinguistic circumstances prevailing at the school level.

As early childhood education becomes increasingly diverse, managing multilingual learners in the classroom has become a huge challenge for educators. The rise of globalization and migration has brought about a surge of multilingual students in the education system. Let’s explore the challenges of managing multilingual learners in a classroom and provide strategies to address these challenges.

Challenges of Managing Multilingual Learners in the Classroom

Language barrier – Language barriers can hinder communication between the teacher and the student, which can lead to misunderstandings and confusion. In addition, multilingual learners may struggle with the language of instruction, which can result in lower academic achievement and a lack of engagement in the classroom.

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Cultural differences – Multilingual learners come from a variety of cultural backgrounds, and these cultural differences can influence their learning styles, behaviors, and expectations. For example, some cultures value group work and collaboration, while others prioritize individual achievement. These differences can lead to misunderstandings and conflicts in the classroom.

Lack of resources and training for educators – Many educators are not adequately prepared to teach multilingual learners, and they may not have the necessary resources or training to support these learners in the classroom.

Despite the challenges, there are several strategies that educators can use to manage multilingual learners in the classroom.

Strategies for Managing Multilingual Learners in the Classroom

Create a Language-Rich Environment: One of the most important strategies for managing multilingual learners in the classroom is to create a language-rich environment. This means providing opportunities for students to use and develop their language skills in a variety of contexts. For example, educators can incorporate songs, games, and other activities that promote language development and encourage students to use their home language. This can help students feel more comfortable and engaged in the classroom.

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UNICEF stated that “Introducing children’s Language 1, L1 as a Medium of Instruction for an extended period, say for six to eight years. Mother-tongue-based multilingual education programs help children learn new languages based on a strong foundation of their Language 1. Initially, just L1 can be used for teaching and a second language, L2, is taught as a subject. Later, both languages can be used for teaching. When the MoI shifts to L2 only by Grades 5 or 6, L1 continues to be used to support the understanding of academic concepts in later primary years. Programs that implement an early transition (also called early-exit MTB MLE) to L2 as MoI are less effective in improving children’s learning.”

Use Multilingual Resources: Another strategy for managing multilingual learners in the classroom is to use multilingual resources. This can include books, videos, and other materials that are available in multiple languages. Using these resources can help students feel more included in the classroom and can also help them develop their language skills. For circumstances where multiple first languages are present in the same classroom, the teacher should use children’s languages as a resource and use appropriate methods and strategies to help children learn the official school languages. Much more work is needed to create living examples of this model.

Encourage Family Involvement: Encouraging family involvement is another important strategy for managing multilingual learners in the classroom. This can include inviting families to participate in school events and activities, communicating regularly with families about their child’s progress, and providing resources to help families support their child’s learning at home. By involving families in the learning process, educators can help create a more supportive and inclusive learning environment.

Build Cultural Competence: Finally, building cultural competence is essential for managing multilingual learners in the classroom. Educators should strive to learn about the cultures and languages of their students and should work to incorporate this knowledge into their teaching practices. This can include incorporating culturally relevant materials into the curriculum, using culturally responsive teaching strategies, and providing opportunities for students to share their cultural experiences with the class.

Managing multilingual learners in the classroom is a challenging but essential task for educators in early childhood education. By creating a language-rich environment, using multilingual resources, providing individualized support, encouraging family involvement, and building cultural competence, educators can help. Some priority actions can be taken by government agencies like teacher deployment for specific languages, a strong focus on early literacy and multilingual education in pre-service teacher education, and sociolinguistic mapping. The government and its agencies, organizations like UNICEF, and local and international NGOs should play a key role by getting involved as partners to work on a roadmap for this agenda.

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Author – Sunita Jain, CEO – Operations (Hello Kids Chain of Preschools and Riverstone Schools