Teaching Multilingual Classes

1257 Words3 Pages

Part One Introduction and rationale I chose this specialism, primarily, because my current LTE requires me to teach multilingual classes. For the foreseeable future, this situation will not change. I have taught both multi and monolingual classes but I spend the majority of my time in a multilingual classroom. I have noticed differences in the classroom but I have also noticed similarities and I feel that I should learn more about it. i.e. What aspects of the different classrooms can be transferred? Do I need to ensure that certain methods are always used in one but not the other? What can I do for my group of learners with this knowledge? Findings and Research The scope of this exercise is limited to teaching English as a second language (TESOL) i.e. teaching programs in English-speaking countries (specifically UK) for students whose first language is other than English. The first thing I noticed, when reading about it, was the paucity of specialised material on the subject. Tricia Hedge refers briefly to “multicultural” classrooms and one reference to “multi-lingual” classrooms and then only to talk about a possible diagnostic method to highlight learner problems (Hedge, 2000 p270). I have therefore tried to glean from various sources, insights and advice where possible. The scarcity of material has another consequence; multi lingual classrooms are often only mentioned as part of a wider discussion of “problems” encountered by teachers and learners. Many of the sources rely on research into monolingual groups (Hedge, Skehan, Lightbown et al.). Issues Many of the L1 issues that arise with monolingual groups will occur in any group containing that L1, just because an issue arises in a monolingual group does not mean it will n... ... middle of paper ... ...sues /l/ /r/ /θ/ /ð/ /w/ 35, 34,21, 5. 23 Saudi/Arabic M confident, often inaccurate speaker IELTS grammar, spelling looking for a “magic wand” 25,24,32, 6. 32 Turkey/Turkish F good systems, good writing personal development/business lacks confidence when speaking , pronunciation issues particularly /w/ and combinations with it. 24,21,27 7. 36 Korea/Korean F very good writing, good spelling and grammar confident speaker pronunciation issues /l/ /r/ /θ/ /ð/ /w/ 27, ,21,24 8. 19 Japan/Japanese F good vocabulary, personal development Grammar, very Japanese pronunciation 27, 22,23 9. 39 Switzerland/Swiss German F very good vocabulary, personal development hesitant speaker lacks confidence 24,27,21 10. 31 Saudi/Arabic M confident speaker often inaccurate good vocabulary.IELTS lacks formal grammar higher than A1A/2 , fossilised “rules” 25,24,32,

Open Document