Challenges of TBI in Multilingual and Multicultural Classrooms

Abstract

Task-Based Instruction (TBI) has gained prominence as an effective method in language teaching, particularly for enhancing communicative competence. However, its implementation in multilingual and multicultural classrooms presents unique challenges. This paper explores these challenges through a mixed-methods study conducted in diverse educational settings. The findings highlight issues related to linguistic diversity, cultural differences, teacher preparedness, and student engagement. The study concludes with recommendations for overcoming these challenges to optimize the benefits of TBI in such complex learning environments.