FROM TRADITIONAL PEDAGOGY TO STRATEGIC INTERVENTION: REFRAMING ENGLISH LANGUAGE LEARNING OUTCOMES IN MULTILINGUAL SCHOOL CONTEXTS
Abstract
This study explores the shift from pedagogical to strategic instructional interventions and how they affect the learning outcomes of English in multilingual school settings. A mixed-methods research design with both descriptive and exploratory approach was used. The primary data were gathered from English language teachers of selected schools in Delhi through a structured questionnaire and secondary data were gathered from peer-reviewed journals, books and academic databases. Data collected were analysed descriptively, with ANOVA and regression method using SPSS 27 and MS Excel. The results show that the implementation of learner-centred pedagogy, strategic instructional interventions, teacher preparation and supportive learning environment has a significant effect on enhancing English language learning outcomes. The study also shows that successful English language learning needs a holistic approach that includes innovative teaching methods, learner autonomy and institutional support to overcome challenges in multilingual classrooms. The study is part of the ongoing discussion about multilingual education and strategic pedagogy. Future studies should be conducted with longitudinal and comparative designs in various educational settings to confirm and refine the results of this study.