Study About Teachers’ Instructional Practices in Managing Lingual Diversity in Early Childhood Classrooms
Keywords:
lingual diversity at Early Childhood, data collection, moods of teaching, capacity buildingAbstract
The aim of the current study was to highlight the teachers’ instructional practices in managing lingual diversity at Early Childhood Classrooms (ECCs) in district Quetta. To know the instructional practices of the ECE teachers in a multilingual situation, a case study design was adopted to pursue the study. A public girls Secondary school Nawa Killi (one of the most lingually diversified communities) was selected as a case. Two moods of data collection were adopted to understand the full depth of the current study i.e. fields notes and structure interview of the teachers. The findings of the study reveal that teachers utilizes multiple moods of teaching to address the lingual challenges. These instructional designs of the ECE teachers are adaptive according to need and interest of the pupils. The finding suggested that teaches use rote memorization, peer support, trans language, group based teaching and interactive teaching methods were the dominant method which were supported by both tools of data source. It is concluded from the finding that although teachers are utilizing multiple teaching techniques but they required more capacity building sessions to improve their instructions as there is a visible sense fear, threat and controlling authority of the ECE teachers.
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