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P-ISSN: 2664-8717
E-ISSN: 2664-8725
Toll Free: 1800-1234070
India: +91-9711224068
Working hours 10:00 AM-06:00 PM
Mohd Sajid
Today’s English language classrooms are increasingly diverse, including growing numbers of children and youth designated as English Language Learners (ELLs). They bring unique linguistic, cultural, and academic needs. To be inclusive, instructional practices in the classroom must be able to address these needs in tailored strategies in order to create equitable learning environments and to cater their needs. This article provides an overview of the theoretical underpinnings of inclusive education, identifies key challenges that ELLs face and offers practical, research-based instructional strategies. Examples highlighted in this paper promote culturally responsive teaching, Universal Design for Learning (UDL), and scaffolding techniques. In turn, these practices ensure that ELLs not only gain proficiency in the new language but will also perform well academically.
Pages: 490-492 | 59 Views 25 Downloads
P-ISSN: 2664-8717
E-ISSN: 2664-8725
Toll Free: 1800-1234070
India: +91-9711224068
Working hours 10:00 AM-06:00 PM
International Journal of Research in English
