Modelling as an Instructional Strategy in Multilingual Classrooms

Abstract

This chapter introduces modelling as an instructional strategy used by teachers to facilitate comprehension in multilingual classrooms. Modelling is a teaching approach in which the teacher openly demonstrates to the students how to execute tasks. Studies have indicated that a deficiency of modelling causes competency in the learning and teaching environment to take longer. Reinforced by theoretical frameworks such as sociocultural theory and culturally responsive pedagogy, this analysis adopted an interpretive paradigm and a qualitative approach. Semi-structured interviews were administered to six conveniently chosen English second language teachers in a Higher Institution of learning in South Africa. Outcomes of the data, which were thematically analysed, indicated that scaffolding through explicit vocabulary instruction, contextualised learning and collaborative activities, and the use of multimedia texts through flipped classrooms could be effective strategies in multilingual classrooms. Enhancing the quality of learning in both online and offline learning environments necessitates the use of effective teaching strategies like modelling and scaffolding, in addition to providing enough academic assistance. With a variety of developing pedagogies and technology advancements in the post-COVID-19 era, instructors must be proficient in applying updated instructional approaches that will empower students to process knowledge in a way that will satisfy twenty-first-century demands.