Innovation in Language Learning

As an undergraduate English major student from a Bengali-medium background, I encountered multiple linguistic and psychological challenges while transitioning into English-medium academic spaces. This abstract presents a reflective account of how engagement in language learning was gradually cultivated through learner-friendly pedagogies and inclusive classroom practices. Bilingual explanations, visual aids such as short films and YouTube content, and peer-led group discussions played a key role in enhancing comprehension and confidence. These approaches helped bridge the socio-linguistic gap between my previous schooling and the demands of university-level English studies. Rather than being rooted in formal research, this experience-based narrative foregrounds the learner’s voice to highlight the emotional and cultural aspects of language acquisition. Drawing on my personal classroom experiences, the paper argues that meaningful student engagement emerges not solely from curriculum or materials, but also from empathetic pedagogical choices that acknowledge diverse learner identities. By sharing this journey, the paper contributes to broader conversations around inclusive language education and offers insight into how seemingly minor interventions—such as contextualised examples, bilingual support, and collaborative classroom strategies—can empower students from marginalised educational backgrounds to participate more actively and meaningfully in English language learning.

Keywords: Learner Engagement; English Language Learning; Bilingual Pedagogy; Inclusive Classrooms; Student Perspective

REFERENCES

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