From Tradition to Transformation: English Language Learning in Diverse Classrooms

This mixed-method study investigates how curriculum innovation, learner engagement, and cultural-linguistic diversity shape English language outcomes at the senior secondary level.Involving 800 students and 20 teachers across multilingual contexts, the research compared traditional grammar-heavy instruction with communicative, task-based approaches.Results revealed that innovative pedagogy significantly improved comprehension and application (H1 supported), while motivation and engagement, though not statistically linked to short-term gains, fostered confidence and persistence (H2 partially supported).Inclusive practices-such as peer collaboration, home-language scaffolding, and culturally relevant materials-enhanced equity and adaptability (H3 supported).Conversely, uniform instruction in diverse classrooms correlated negatively with outcomes (H4 supported), highlighting challenges of pacing, resources, and exam-driven curricula.Findings align with constructivist and sociocultural theories, underscoring the need for differentiated pedagogy, multilingual scaffolding, and sustained teacher capacitybuilding.The study concludes that equity and excellence are interdependent, requiring responsive curricula, inclusive policies, and ongoing professional development to ensure transformative English education in multilingual settings.