Date of Graduation
Winter 12-12-2025
Document Access
Project/Capstone - Global access
Degree Name
Master of Arts in Teaching English to Speakers of Other Languages (TESOL)
College/School
School of Education
Department/Program
Education
First Advisor
Dr. Luz Navarrette
Abstract
ABSTRACT
This thesis examines the cultural, linguistic and emotional issues of the Indian multilingual students in the U.S. TESOL classroom and explains the value of decolonized and culturally responsive pedagogies to ameliorate foreign language anxiety and create equitable education. Based on the frameworks of Culturally Responsive/Sustaining Pedagogy and Affective Filter Theory, the study integrates existing and existing research to investigate the role of colonial heritage in influencing TESOL practice, the undermining effect of anxiety on academic achievement and the empowering effect of instructions that are inclusive and responsive. Chapter I presents the problem, including how multilingual and multicultural identities of Indian students tend to conflict with Western-centric TESOL models causing the increase in anxiety and lack of involvement. It defines the research questions, theoretical, and relevance of the study. The third chapter surveys some of the most important literature on the history of TESOL, language anxiety, and culturally responsive pedagogy and demonstrates that inclusion and affirmation can contribute to improved engagement, confidence, and academic performance. Chapter IV reviews the way that the current literature tackles these problems, the limitations of the methodology and necessity of the research with the focus on Indian learners and decolonial practices. Altogether, the results prove that the implementation of culturally maintaining and emotionally influential pedagogies may make TESOL classrooms the places of equity and belonging. The paper ends by proposing research, teacher education, and policy change to make the TESOL education truly representative of linguistic diversity and social justice.
Recommended Citation
Gohel, Shivam Jaynarayanbhai, "Lost in Translation: Navigating Cultural and Linguistic Barriers for Indian Learners in TESOL Classrooms" (2025). Master's Projects and Capstones. 1990.
https://repository.usfca.edu/capstone/1990
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