Rethinking language instruction: A didactic multilingual model for non-native foreign language pre-service teachers

Abstract

This research addresses the urgent need to strengthen the professional competence of non-native English and Arabic language teachers by developing a multilingual didactic teaching model. Despite curriculum advancements aimed at enhancing students' communicative skills, the success of language instruction ultimately hinges on teacher proficiency. This study was conducted at the Department of Language and Literature Education, Faculty of Teacher Training and Education at a university in Jambi. The study proposes the reconstruction of a teaching model grounded in multilingual didactics to better prepare pre-service teachers for real-world classroom challenges. The research adopts the ADDIE framework (Analysis, Design, Development, Implementation, and Evaluation) to ensure a systematic approach to model development. It focuses on equipping future teachers with cross-linguistic awareness, instructional adaptability, and enhanced communication skills in foreign languages. The model is validated through expert assessment, student feedback, and practical teaching applications. Expected outcomes include a validated multilingual didactic model, improved teaching performance among pre-service teachers, and enhanced pedagogical practices among university lecturers. The study supports the development of competitive, professional educators ready to work in diverse educational environments.