LINGUISTIC AND CULTURAL ADAPTATION IN MULTILINGUAL CLASSROOMS
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Abstract:
This article examines the instructional and cultural challenges faced by novice teachers in multilingual classrooms, with a focus on language scaffolding and culturally responsive teaching. Drawing from theoretical frameworks such as Vygotsky’s Zone of Proximal Development and Culturally Relevant Pedagogy, it highlights the necessity of equipping novice educators with practical tools and training in scaffolding techniques, including teacher talk, problem-based learning (PBL), and digital scaffolding. The paper also explores how cultural responsiveness, student-centered pedagogy, and multicultural curriculum development are critical for fostering inclusive learning environments. The review underscores that without sufficient preparation in cultural sensitivity and instructional adaptability, novice teachers may struggle to meet the linguistic and socio-cultural needs of their students. It concludes by recommending targeted professional development and pre-service training to enhance teacher readiness for diverse classrooms.
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