Multilingual Learners in ELT Classrooms: An Overview

Since English language has become a lingua franca in the contemporary communication scenario, learners from diverse linguistic backgrounds are keen on mastering over the English language. No doubt, the language is being spread all over the world thanks to the Digital language teaching-learning environment. Moreover, in a multilingual learner-centric platform, when addressing some MTI (Mother Tongue Influence) issues, the learners and the teachers get some opportunity to know a bit of other languages as well, and thus such recourse to pluralistic linguistic discussion or exchange enriches their understanding English with regard to the similarities or differences of other languages. However, the teachers and the learners face some challenges in such a multilingual classroom too. This article foregrounds the pedagogical challenges and opportunities of teaching multilingual learners in English Language Teaching (ELT) classrooms. This research advocates for strategies like translanguaging and culturally sustaining pedagogy by taking into account the challenges such as linguistic diversity, cultural mismatches, and teacher preparedness, The findings underline the necessity of reimagining ELT practices through inclusive approaches that incorporate teacher preparedness, institutional policies, and curricular adaptations. This paper also aims to bridge theoretical critiques with practical strategies in order to highlight the importance of harnessing linguistic diversity as a pedagogical asset rather than a barrier. In the conclusion, the study would prescribe certain systemic reforms and further research to advance inclusive, pertinent practices in multilingual EL teaching-learning settings.