Abstract

This study explored the communication strategies employed by multigrade teachers in linguistically diverse classrooms. Using a qualitative case study design, the researcher conducted in-depth interviews with nine multigrade teachers from four selected schools. Data were analyzed thematically to capture recurring patterns and insights. Findings revealed five key themes: adapted communication, multimodal communication, language mediation and support, home-school partnership, and contextualized communication. Teachers demonstrated resilience and creativity in simplifying instructions, using visual aids, collaborating with bilingual pupils, engaging parents, and employing culturally familiar terms. These strategies fostered inclusive and emotionally supportive learning environments. The study recommends integrating interpersonal communication and emotional intelligence training into teacher development programs, promoting peer language mediation, and designing culturally relevant instructional materials. These findings contribute to a deeper understanding of effective teaching practices in multigrade settings and support policy efforts to enhance education in indigenous and remote communities.