Multilingualism in ESOL classrooms : an opportunity or a challenge?

Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/138297

Title:	Multilingualism in ESOL classrooms : an opportunity or a challenge?
Other Titles:	Language Issues
Authors:	Block, Josianne
Keywords:	English language -- Study and teaching -- Foreign speakers Multilingual education -- Case studies Translanguaging (Linguistics) -- Case studies Immigrants -- Education Second language acquisition -- Case studies Classroom environment -- Cross-cultural studies Interaction analysis in education -- Case studies Language and education -- Case studies
Issue Date:	2025
Publisher:	NATECLA
Citation:	Block, J. (2025). Multilingualism in ESOL classrooms: An opportunity or a challenge? Language Issues, 35(2), 45-48.
Abstract:	The article explores multilingualism in ESOL classrooms through the lens of a teacher-researcher. Drawing on personal teaching experiences and a classroom research study conducted with adolescent migrant learners in Malta, the article highlights the benefits and challenges of incorporating students’ first languages (L1) into English language learning. While multilingualism may foster inclusivity and affirm linguistic identities, excessive reliance on L1 can slow down migrants’ integration process and limit their development of English as a Lingua Franca (ELF) proficiency. Finally, the article underscores the need for ESOL teachers to promote ELF as a tool for communication and social inclusion. It emphasises that celebrating students’ multilingual identities must not overshadow the practical necessity of a lingua franca.
URI:	https://www.um.edu.mt/library/oar/handle/123456789/138297
ISSN:	23968338
Appears in Collections:	Scholarly Works - CenELP

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