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Navigating Linguistic Diversity: Effective Pedagogical Practices in Multilingual Classrooms in Jordan and Their Implications for US Education

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Title: Navigating Linguistic Diversity: Effective Pedagogical Practices in Multilingual Classrooms in Jordan and Their Implications for US Education
Language: English
Authors: Mayyadah M. S. Abouelella
Source: Online Submission. 2026.
Peer Reviewed: N
Page Count: 32
Publication Date: 2026
Document Type: Reports - Research
Descriptors: Foreign Countries, Multilingualism, Teaching Methods, Scaffolding (Teaching Technique), Code Switching (Language), Language Usage, Cooperative Learning, Culturally Relevant Education, Peer Teaching, Instructional Effectiveness, Public Schools, International Schools, Private Schools, Student Diversity, Refugees
Geographic Terms: Jordan, United States
Abstract: This qualitative study investigates effective pedagogical practices employed by teachers in multilingual and linguistically diverse classrooms across three school types in Jordan: public, private, and international. Situated within the Jordanian educational context -- one of the most linguistically complex in the Middle East, shaped by the presence of Syrian refugees, Circassian and Chechen minority communities, and a large expatriate population -- the study draws on data from 20 semi-structured teacher interviews, 10 focus group discussions (comprising 35 teachers), and 20 classroom observations conducted between February and March 2026. Using a thematic analysis framework, the study identifies findings organized around five core themes: scaffolding strategies, translanguaging and home language use, collaborative and peer learning, culturally relevant pedagogy, and the structural determinants of effective teaching. Results reveal a significant and consistent divide between school types, with international schools demonstrating markedly richer pedagogical practice across nearly all dimensions, while public school teachers -- often managing classes of 35-40 students with minimal resources and limited professional development -- rely primarily on translation, repetition, and oral drilling. Private schools, constrained by Tawjihi examination pressure, exhibit high cultural relevance but limited communicative language teaching. The study discusses implications for teacher education, language policy, and equity-oriented school reform in Jordan, and identifies specific transferability of findings to the US multilingual education context, with particular attention to sheltered instruction, dual-language programming, and support for students with interrupted formal education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED679282
Database: ERIC
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  Data: Navigating Linguistic Diversity: Effective Pedagogical Practices in Multilingual Classrooms in Jordan and Their Implications for US Education
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Code+Switching+%28Language%29%22">Code Switching (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Teaching%22">Peer Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22International+Schools%22">International Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Schools%22">Private Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Refugees%22">Refugees</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Jordan%22">Jordan</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
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  Data: This qualitative study investigates effective pedagogical practices employed by teachers in multilingual and linguistically diverse classrooms across three school types in Jordan: public, private, and international. Situated within the Jordanian educational context -- one of the most linguistically complex in the Middle East, shaped by the presence of Syrian refugees, Circassian and Chechen minority communities, and a large expatriate population -- the study draws on data from 20 semi-structured teacher interviews, 10 focus group discussions (comprising 35 teachers), and 20 classroom observations conducted between February and March 2026. Using a thematic analysis framework, the study identifies findings organized around five core themes: scaffolding strategies, translanguaging and home language use, collaborative and peer learning, culturally relevant pedagogy, and the structural determinants of effective teaching. Results reveal a significant and consistent divide between school types, with international schools demonstrating markedly richer pedagogical practice across nearly all dimensions, while public school teachers -- often managing classes of 35-40 students with minimal resources and limited professional development -- rely primarily on translation, repetition, and oral drilling. Private schools, constrained by Tawjihi examination pressure, exhibit high cultural relevance but limited communicative language teaching. The study discusses implications for teacher education, language policy, and equity-oriented school reform in Jordan, and identifies specific transferability of findings to the US multilingual education context, with particular attention to sheltered instruction, dual-language programming, and support for students with interrupted formal education.
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      – Text: English
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      Pagination:
        PageCount: 32
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Scaffolding (Teaching Technique)
        Type: general
      – SubjectFull: Code Switching (Language)
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Cooperative Learning
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      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Peer Teaching
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: International Schools
        Type: general
      – SubjectFull: Private Schools
        Type: general
      – SubjectFull: Student Diversity
        Type: general
      – SubjectFull: Refugees
        Type: general
      – SubjectFull: Jordan
        Type: general
      – SubjectFull: United States
        Type: general
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      – TitleFull: Navigating Linguistic Diversity: Effective Pedagogical Practices in Multilingual Classrooms in Jordan and Their Implications for US Education
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              Type: published
              Y: 2026
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