Inclusive Education at the Heart of Mainstream Language Pedagogy: Perspectives and Challenges

Abstract

This research aimed to fill the research gaps surfaced by the dearth of research on implementing inclusive education with regular students in the mainstream language classroom where learners’ diversity and differences exist, and the pedagogical practices and skills of teachers in the delivery of inclusive instruction. It specifically determined the perspectives of the language teachers in explicating their insights about inclusive education which shape the pedagogical practices they employ in the mainstream language classroom amidst the challenges they encounter with regard its implementation. This was further corroborated by the language learners during the cross-validation process of the research. It is an empirical qualitative study that utilised structured interviews crafted through a priori coding as a research instrument. In the data analysis, data member checking for the veracity of interview text was conducted prior to the cool and warm analyses and thematic analysis for the development of codes, themes, or categories essential in the logical arrangement of the information elucidated in this research. The participants’ perspectives highlighted the direct relationship of inclusion and diversity of learners in all aspects. The course facilitators' pedagogical practices emphasised the close association of inclusivity with learner-centered instructional approaches employed in a nurturing climate achieved through inclusive language and threat-free learning atmosphere. The constraints in implementing inclusive education revolved around language, teacher factors (i.e. lack of awareness or inadequacy of training, favoritism or preference, heavy teaching load, etc.), lack of educational resources and facilities, and curriculum.