Inclusive education strategies for the EFL teaching context

Abstract

This article addresses the impact of inclusive education strategies in the EFL context at public institutions located in Bogota, Colombia. The paper reports an action-research study on inclusive education by contrasting inservice teaching practices while adjusting the curriculum regarding disabilities. Data gathering was conducted through documental inquiry, preservice teachers’ narratives, and a survey. Initial findings review how preservice teachers enhance their teaching patterns by modeling academic content to specific diverse encounters. In sum, exposing future language teachers to the challenge of curriculum adjustment concerning disabilities may elicit a good domain of classroom management, the shaping of instruction, and blossoming creativity in the act of teaching.