ABSTRACT
Our classrooms are reflecting the effects of globalization. We may find students of different cultures speaking in a variety of languages in the same classroom, which creates a challenging situation for a teacher. The issues are further enhanced when it is a science classroom, as they have to understand different scientific terms, and to make them understand, a teacher cannot depend on a single language. The policy document says that we should look towards multilingualism as a resource. In turn, it will enhance the intercultural competence of the students because they will recognize the cultural difference and be comfortable with it. Hence, they will develop empathy as a soft skill, develop cognitive skills, enhance academic performance, foster community integration, and provide better job prospects. A literature review is conducted in this paper to investigate the significance of multilingualism in supporting science education while also fostering intercultural competence. Research has shown that the use of the 5E model, inquiry-based learning, cultural modality, intertextual analysis, the utilization of multimodal elements, visual representation, supporting the home language, and hands-on approach are some of the strategies to build science knowledge and intercultural competence of the multilingual students.These strategies will better prepare the students for their future roles in their personal and professional lives.
