INCLUSIVE PRACTICES IN ENGLISH LANGUAGE EDUCATION
Abstract
This article explores the significance of inclusive practices in English Language Education, emphasizing key strategies such as accommodating diverse learning styles, cultural sensitivity, differentiated instruction, accessibility, and collaborative learning. The article also addresses challenges faced by educators in implementing inclusive practices and suggests solutions for a more inclusive language learning environment.
References
Zhou, X. et al. (2020). The Application of Differentiated Instruction in College English Classroom Teaching. English Language Teaching, 13(6), 255-266.
Mrazikova, H. (2018). Collaborative learning in English Language Teaching. Procedia-Social and Behavioral Sciences, 238, 153-158.
Frost, R., & Sunderland, M. (2021). Supporting Inclusive Practice: A Guide for English Language Teaching Professionals. Routledge.
Helmke, A., & Van Damme, J. (2011). Differentiated instruction in Germany’s heterogeneous schools. International Journal of Educational Research, 50(5), 292-297.
Raviv, T., & Erten, I. H. (2018). Moving toward more inclusive ESL classrooms: Development, implementation and reflection. The Journal of Educational Issues, 4(2), 152-166.