Inclusive practices in ELT

Abstract

This talk explores how English language teachers can foster inclusive classrooms by recognizing and addressing diverse learner needs. It begins by defining inclusion and contrasting deficit-based and socially oriented models of learner diversity. It then highlights how communicative language teaching naturally supports inclusive practices through collaboration, multimodality, and learner-centeredness. Practical strategies are presented on differentiation, materials adaptation, accessible classroom design, and formative assessment. The talk emphasizes learner agency, empathy, and the creation of welcoming, equitable learning environments. It concludes with four key principles for sustaining inclusion, stressing continuous teacher development and the power of small but meaningful instructional changes.