TASK-BASED INSTRUCTION IN MULTILINGUAL AND MULTICULTURAL CLASSROOMS

Abstract

Task-Based Instruction (TBI) has emerged as a powerful pedagogical approach, particularly relevant in today's increasingly diverse educational settings. This study explores the application and efficacy of TBI in multilingual and multicultural classrooms. Through a mixed-methods approach involving surveys, interviews, and classroom observations, the research examines the impact of TBI on language proficiency, intercultural competence, and student engagement. The findings suggest that TBI not only enhances language learning but also fosters a deeper understanding and appreciation of cultural diversity among students. However, successful implementation requires addressing challenges related to varying language proficiencies and cultural differences.