Author: Dr. Papiya Upadhyay, Dr. Pranay Pandey, Sudipta Karmakar & Santanu Patra
DOI Link: https://doi.org/10.70798/Bijmrd/04051009
Abstract: Substantial linguistic and cultural diversity increasingly characterises modern inclusive classrooms. In these changing situations, language should be a way to learn, not a barrier to equal learning. A traditional monolingual teaching framework often makes it hard for students to share complex ideas, draw on their own experiences, and really get into academic topics. On the other hand, validating students’ linguistic identities and permitting the use of their native languages bolsters academic confidence and psychological safety. Therefore, it is important that teacher education programs include multilingual pedagogy. Teachers need to know how to use different languages to help students, not see them as a problem in the classroom. Multilingualism goes beyond just being able to talk to people; it is an important way to encourage critical and creative thinking. By examining alternative linguistic systems, learners enhance their cognitive flexibility, enabling them to interpret concepts from various epistemological perspectives, synthesise diverse meanings, and express innovative ideas. This review-based study examines how multilingual education in teacher preparation transcends the mere mitigation of language barriers. It asserts that employing children’s complete linguistic repertoires actively promotes cognitive flexibility, emotional health, and holistic development. Classrooms can become powerful, culturally rich places where students think critically, express themselves creatively, and work together to learn by using a variety of languages.
Keywords: Multilingual pedagogy, Critical thinking, Creative thinking, Teacher education, Inclusive classrooms
Page No: 62-68