Teachers' Readiness for Implementing Multilingual Pedagogy in Science Classrooms

Abstract

The growing linguistic diversity of classrooms has increased the need for instructional approaches that support equitable and meaningful learning experiences. Multilingual pedagogy has emerged as an effective approach for improving science learning by utilizing students' linguistic resources while promoting conceptual understanding, participation, and inclusion. The present study examined teachers' readiness for implementing multilingual pedagogy in science classrooms. A descriptive survey method was adopted. The sample comprised 80 science teachers teaching Grades VI–X in CBSE and State Board schools of Ahmedabad, selected through purposive and simple random sampling techniques. Data were collected using a self-developed Teachers' Readiness Scale consisting of 30 statements distributed across five dimensions: Awareness of Multilingual Pedagogy, Positive Attitude toward Multilingual Pedagogy, Pedagogical Competence, Classroom Implementation Readiness, and Professional Development and Training. Descriptive statistics, including mean, standard deviation, frequency, percentage, quartile analysis, and independent samples t-test, were employed for data analysis. The findings revealed that the majority of teachers demonstrated moderate to high readiness for implementing multilingual pedagogy in science classrooms. Teachers expressed positive perceptions regarding multilingual teaching practices and strongly recognized the importance of professional development for effective implementation. No statistically significant differences were found in teachers' readiness with respect to gender, teaching experience, or school board. The study concludes that science teachers possess favourable readiness for multilingual pedagogy; however, continuous professional development, institutional support, and multilingual teaching resources are essential for strengthening classroom implementation. The findings support the vision of the National Education Policy (2020) in promoting multilingual, inclusive, and learner-centred science education.