Enhancing Pedagogical Strategies for Multilingual Classrooms in Foreign Language Education: Training Lecturers for Linguistic Diversity and Language Variation
DOI:
https://doi.org/10.17507/jltr.1502.34Keywords:
linguistic diversity, language education, language variation, EFLAbstract
Lecturers play a huge role in the teaching of foreign languages across universities. As such, their training in language diversity and variation remains a significant tool in enhancing pedagogical strategies for multilingual foreign language classroom. This study focused on the analysis of different ways in which the training of foreign language lecturers can enhance pedagogical practices for multilingual foreign language classrooms. A total of 151 lecturers and 112 university non-academics staff members drawn from departments of foreign languages participated in this quantitative survey. Data was gathered using digitally developed questionnaire. There was a wide diversity of viewpoints from participants on instructional methods, such as peer instruction, outlining objectives explicitly, and continuing one's education. There are major and far-reaching implications of this research. One major takeaway from the research is how vital it is that lecturers of foreign languages get diversity training as part of their ongoing training and certification. Recognizing the need of such training allows schools to proactively provide lecturers with the tools they need to accommodate a student population that is becoming more diverse. In conclusion, this research sheds light on the difficulties and potential of teaching a foreign language to a population with a wide range of linguistic background. The research sheds light on the need of training for language diversity and the difficulty of maintaining order in a multilingual classroom. Lecturers and universities may better prepare students for success in a globalized world by addressing these issues and developing more welcoming, responsive, and successful foreign language classes.
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