International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Volume 8 Issue 5
September-October 2026

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Linguistic and Cultural Diversity as a Pedagogical Resource in the Indian English Classroom

Author(s) Dr. Reena Mittal
Country India
Abstract India is known for its rich linguistic and cultural diversity, which is clearly visible in English language classrooms. Learners come from different linguistic backgrounds, including various mother tongues, dialects, cultural experiences, educational histories, and varying levels of English proficiency. While this diversity is often seen as a challenge, it can also be a powerful tool for teaching. This paper explores how teachers can use the linguistic and cultural backgrounds of learners to support English learning, encourage participation, shape identity, and improve intercultural understanding. The study uses a qualitative, theoretical approach based on existing research on multilingual education, translanguaging, culturally responsive teaching, and the concept of funds of knowledge. The discussion highlights several effective strategies, such as multilingual brainstorming, translanguaging, comparative language analysis, culturally diverse texts, cooperative translation, peer learning, and the use of learners' personal experiences. The paper also addresses challenges like teacher training, exam-focused education, large class sizes, unequal treatment of languages, and insufficient resources. It argues that rather than seeing linguistic and cultural diversity as an obstacle, it should be viewed as an intellectual, communicative, and cultural asset.
Keywords linguistic diversity, cultural diversity, multilingualism, English language teaching, translanguaging, culturally responsive pedagogy, Indian classroom
Field Sociology > Linguistic / Literature
Published In Volume 8, Issue 5, September-October 2026
Published On 2026-09-19
DOI https://doi.org/10.36948/ijfmr.2026.v08i05.87923
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CrossRef DOI prefix of IJFMR is 10.36948/ijfmr

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