Navigating multilingual classrooms: Strategies employed by English teachers in higher education

Abstract

English language instruction in higher education is increasingly shaped by multilingual realities in which students enter classrooms with diverse linguistic backgrounds. Despite extensive scholarship on second language acquisition, limited research has critically examined how linguistic diversity within predominantly Hindi-speaking contexts influences pedagogical practice and learning outcomes in higher education. This study addresses this gap by exploring the challenges encountered by English teachers in multilingual classrooms and the strategies employed to facilitate effective language acquisition. Using a qualitative descriptive design grounded in thematic synthesis of relevant literature, the study analyses phonological, syntactic, and lexical differences between Hindi and English, as well as disparities in learner proficiency and educational background. The findings highlight persistent challenges, including pronunciation difficulties, structural interference, dialectal variation, and uneven exposure to English. Effective responses include code switching, bilingual instruction, translation practices, interactive learning methods, cultural contextualization, differentiated instruction, and personalized academic support. The study underscores the cognitive benefits of multilingualism while emphasizing the need for institutional support and professional development. Culturally responsive and flexible pedagogical approaches are essential for strengthening English learning outcomes in linguistically diverse higher education settings.

Keywords: Bilingual education; English language teaching; higher education; multilingualism; pedagogical strategies