Strategic Language Classroom Pedagogies for Addressing Diverselearner’s Linguistic Needs

Abstract

This paper targets to assess the instructional strategies adopted by English language teachers confront the many challenges encountered during teaching experiences especially where linguistic diversity is a reality. The paper was guided by ascertain individual instructors belief actions that dictates inside the language classrooms instructional activities. Rationally, the study cognized that language teaching is a complex process especially in classrooms is characterised by linguistic diversity. In addition, learners have varied linguistic abilities and therefore require special attention of every language teacher. The investigation was carried out amongst one hundred and twenty teachers of grade four drawn from Wareng Sub-County which is largely cosmopolitan in UasinGishu County. In order to obtain results selection was done amongst the respondents randomly and schools were stratified accordingly for purpose of authentic selection. Teachers selected responded to questionnaire administered to them. Detailed interviews were carried out with the selected language teachers who gave data that were analyses qualitatively. The study found that teachers in Wareng Sub-county of Uasin Gishu County employ various linguistic instructional strategies to deal with the issue of students having diverse linguistic needs in language classrooms. Majority of the teachers in the sub-county explore active sense-based environment among the pupils in the teaching of listening or speaking while others separate learners based on their ability to read.