Teacher's Role in Supporting Bilingual Students in the Classroom

Abstract

 Introduction: In today’s educational context, teachers play a crucial role in supporting bilingual students, as the number of children speaking a language different from the language of instruction continues to rise. These students often face difficulties in understanding lessons, expressing ideas, and integrating socially, which calls for an adaptive and inclusive pedagogical approach.

 Aim: The aim of this study was to examine the role of primary school teachers in supporting bilingual students, focusing on their teaching methods, challenges faced, and forms of institutional 
support available.

 Materials and Methods: A mixed-method approach was applied, combining theoretical analysis, pedagogical documentation review, case study, and survey methods. Data were collected through semi-structured interviews and focus groups with teachers from the Sarajevo Canton, and analyzed using qualitative analysis and descriptive statistics.

 Results: The findings show that teachers demonstrate strong motivation and empathy in working with bilingual students, but lack adequate professional training, systemic support, and teaching resources. The most frequently used strategies include visual aids, gestures, pair work, and bilingual materials. The need for continuous professional development and institutional support mechanisms was emphasized.

 Conclusion: The teacher’s role in working with bilingual students is multidimensional and requires the integration of theoretical knowledge, practical skills, and systemic backing. The study highlights the necessity of developing training programs and educational policies that empower teachers and strengthen inclusive classroom practices.