Multilingual teaching is emerging as a major field of interest in English Language Teaching in the global scenario. It has grown to be a crucial component of language instruction in a nation with such a diverse population of languages as India. Multilingual pedagogy is an approach to teaching that facilitates the teaching -learning process with the help of students' diverse linguistic backgrounds to make learning an enlightening experience. Multilingual Approach integrates the values, languages and cultural settings that students bring to the classroom. This approach aims to create an inclusive environment, improve comprehension and foster a deeper understanding of language for learning the English language which has a different structure from Indian languages. Quite interestingly, instead of viewing the diverse linguistic and cultural backgrounds that students bring to the classroom as barriers to learning, they facilitate English language learning where students acquire knowledge of language in a fun and learn way. The current research paper will try to explore the fundamental principles of a multilingual approach for English Language Teaching, which include an inclusive perspective for learning language, integrity, cognitive benefits, etc. With the multilingual approach, pupils' native tongues are seen as learning tools rather than as shortcomings that must be filled. The multilingual approach also emphasises that instead of separating students' languages and cultures, they should be incorporated into the curriculum and teaching methods. The multilingual approach also acknowledges the beneficial effects on cognitive development, including reading, language acquisition, and general academic achievement. The key strategies for analysing the application of a multilingual approach will include using multiple languages in the English language classroom, creating opportunities for multilingual interactions in the classroom, connecting learning to students' lives, developing metalinguistic awareness, etc. Case studies of students from diverse backgrounds with Marathi, Hindi, Gujrati and other regional languages as the First Language of Acquisition from different age-groups will be analysed through a survey for research findings and conclusions.