Multilingual Teaching Strategies of Indonesian Pre-Service Teachers during the International Teaching Practicum in Southern Thailand

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The increasing internationalization of teacher education requires pre-service teachers to develop effective instructional strategies for multilingual and multicultural classrooms. Indonesian pre-service teachers participating in the International Teaching Practicum in Southern Thailand encountered linguistic and cultural challenges that affected classroom communication and student engagement. This study aimed to analyze the multilingual teaching strategies employed by Indonesian pre-service teachers and examine their impact on classroom learning. A qualitative descriptive approach was employed through document analysis of practicum reports, lesson plans, reflective journals, teaching documentation, and supporting learning materials. The findings revealed that the participants implemented various multilingual teaching strategies, including simplified English, code-switching, visual learning media, gestures, peer assistance, and contextual explanations to overcome language barriers. These strategies contributed to positive improvements in classroom learning, reflected by increased student participation (64%–89%), classroom interaction (60%–87%), learning comprehension (58%–85%), student confidence (55%–84%), and learning motivation (63%–90%). The study concludes that multilingual teaching strategies are essential for creating inclusive and interactive learning environments in international teaching practicum programs. The findings provide practical implications for strengthening multilingual communication, intercultural competence, and adaptive instructional preparation in international teacher education programs.

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Related topics: Global Education and Multiculturalism · Technology-Enhanced Education Studies · EFL/ESL Teaching and Learning