Breaking Boundaries: Multidisciplinary and Multilingual Pathways in English Language Teaching

Author(s)	Ms. Ashima Singla
Country	India
Abstract	University classrooms today bring together learners from varied disciplines and linguistic backgrounds, placing unique demands on English teachers. This paper explores how such diversity can be turned into a resource for meaningful and inclusive English language teaching (ELT). Drawing on classroom accounts of teachers and learners, it shows how English lessons that connect with subjects like history, environmental studies, and media, while also valuing learners’ first languages, improve comprehension, participation, and confidence. Informed by approaches such as Content and Language Integrated Learning (CLIL), translanguaging, and scaffolding, the study highlights how these practices reflect the spirit of critical pedagogy, preparing students for socially relevant communication in higher education. At the same time, it points to institutional resistance and uneven teacher readiness as challenges. By foregrounding teachers’ experiences, the paper argues for an ELT pedagogy that treats disciplinary diversity and multilingualism as strengths rather than obstacles.
Keywords	Multidisciplinary ELT, Multilingual classrooms, Translanguaging practices, Teacher and learner narratives, Indian higher education
Field	Sociology > Linguistic / Literature
Published In	Volume 7, Issue 1, January-February 2026
Published On	2026-02-09

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