Enhancing English Language Teaching for Multilingual Learners: Leveraging Heritage Languages in the Classroom
DOI:
https://doi.org/10.5281/zenodo.15698964Keywords:
Heritage language maintenance, formal education, English language teaching, linguistic diversity, cultural inclusivity, cultural inclusion, language education resultsAbstract
This research examines how Heritage Languages (HLs) shape students' cultural identities, academic growth, and linguistic competence. Based on a multilingual pedagogical framework, the study investigates how to successfully incorporate HLs into English language training, questioning standard monolingual paradigms and advocating for inclusive, asset-based educational approaches. Through a synthesis of theoretical insights, case studies, and implementation models, the study identifies key dimensions of successful HL integration, such as culturally responsive teaching, cross-linguistic awareness, curriculum innovation, teacher professional development, and community engagement. By integrating HL materials into English language education, encouraging metalinguistic awareness, and therefore supporting translingual and intercultural abilities, the research suggests a thorough, seven-part pedagogical strategy that helps multilingual learners. Strategies include respecting students' language origins, pushing the use of HLs in content-based learning, and establishing inclusive classroom settings where all languages are appreciated form the core of this approach. Empirical results and practical approaches show how schools might change from deficit-based narratives to pedagogies that value language variety. The findings of this study have consequences for language education policy, curriculum design, teacher education, and school-community relationships. Finally, the research adds to a larger rethinking of English language instruction, one that sees multilingualism as a valuable resource for student achievement in an increasingly globalized and linguistically varied society.
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