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

Proceedings Academic Universitas Jambi · Vol. 1 No. 3 (2025) · hlm. 1157–1163

DOI
10.22437/proca.v1i3.50601
Terbit
2025-12-16
Penerbit
LPPM Universitas Jambi
Bahasa
en
Lisensi
creativecommons.org/licenses/by/4.0

Abstrak

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.

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Rekan penulisOrganisasiArtikel bersama
Aditia Muara PadiatraAfiliasi tidak diketahui2
Hadiyanto HadiyantoDiponegoro University1
Masbirorotni MasbirorotniAfiliasi tidak diketahui1
HAZIM TAISIR DAYIJ ALKHRISHEHAfiliasi tidak diketahui1
DARIN NSHIWIAfiliasi tidak diketahui1
Hazim Taisir Dayij AlkhrishehAfiliasi tidak diketahui1
Taisir AlkhrishehAfiliasi tidak diketahui1
Noémi SzabóAfiliasi tidak diketahui1
Mukhlash AbrarAfiliasi tidak diketahui1
Nunung FajaryaniAfiliasi tidak diketahui1
RD. M. AliAfiliasi tidak diketahui1
Ibnu HabibiAfiliasi tidak diketahui1
Reli HandayaniAfiliasi tidak diketahui1
Deni MaulanaAfiliasi tidak diketahui1
Hansein Arif WijayaAfiliasi tidak diketahui1
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Padhil HudayaAfiliasi tidak diketahui1
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Azmi RizaldyAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/PROCA/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Rethinking language instruction: A didactic multilingual model for non-native foreign language pre-service teachers</dc:title>
	<dc:creator xml:lang="en">Failasofah, Failasofah</dc:creator>
	<dc:creator xml:lang="en"> Sanusi, Anwar</dc:creator>
	<dc:creator xml:lang="en">Mustofa, Ady Muhammad Zainal</dc:creator>
	<dc:creator xml:lang="en">Jufri, Salman</dc:creator>
	<dc:subject xml:lang="en">Didactic Multilingual</dc:subject>
	<dc:subject xml:lang="en">Language Instruction</dc:subject>
	<dc:subject xml:lang="en">Non-Native Speaker</dc:subject>
	<dc:subject xml:lang="en">Pre-service Teacher</dc:subject>
	<dc:subject xml:lang="en">Foreign Language</dc:subject>
	<dc:description xml:lang="en">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.</dc:description>
	<dc:publisher xml:lang="en">LPPM Universitas Jambi</dc:publisher>
	<dc:date>2025-12-16</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/PROCA/article/view/50601</dc:identifier>
	<dc:identifier>10.22437/proca.v1i3.50601</dc:identifier>
	<dc:source xml:lang="en">Proceedings Academic Universitas Jambi; Vol. 1 No. 3 (2025): English Education International Conference (EDUTICON); 1157-1163</dc:source>
	<dc:source>10.22437/proca.v1i3</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/PROCA/article/view/50601/22860</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Failasofah Failasofah, Anwar  Sanusi, Ady Muhammad Zainal Mustofa, Salman Jufri</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>