From Lesson Plans to Practice: How Teachers Prepare for English Language Teaching

Abstract

This study examines how English as a Second Language (ESL) teachers design and adapt lesson plans for linguistically diverse classrooms. Grounded in Vygotsky’s sociocultural theory, it explores the integration of learners’ first languages (L1s), scaffolding, and differentiated instruction. The study involved twelve Higher Secondary ESL teachers from Assam, utilising lesson plan analysis and interviews. The findings reveal that while teachers create structured plans, they frequently modify them to address varied language proficiencies and backgrounds. Salient strategies observed include bilingual support, peer collaboration, culturally relevant content, and interactive activities. Teachers also grapple with constraints such as mixed-ability management, limited class time, learner anxiety, and a paucity of multilingual resources. The study highlights the necessity for flexible, responsive lesson planning and advocates for enhanced professional training and resource support to augment multilingual ESL instruction and learner engagement.