Fostering Inclusive Educational Practices through Multilingual-Oriented Pedagogy

Abstract

In today's rapidly globalizing world, classrooms are increasingly becoming microcosms of diverse linguistic and cultural backgrounds. In an effort to promote inclusive education, educators are increasingly turning towards multilingual-oriented pedagogy as a means of creating an environment that supports the learning needs of diverse learners. This paper aims to explore the potential of understanding and implementing multilingual-oriented pedagogy to enhance inclusive educational practices. This study draws on theoretical framework of Gibson's Affordance theory. The paper recommends training and retraining of teachers to equip them with requisite knowledge and skills to open up to the flexible use of multilingual-oriented pedagogy, for teachers and education stakeholders to create and sustain inclusive learning spaces that respect learners' linguistic backgrounds, and empowering learners to embrace their multilingual identities, through the use of their multilingual skills in various academic and social contexts to enhance learning and cherish their identities. The paper concludes that multilingual-oriented pedagogy will help create learning environment that embraces linguistic diversity that is not only crucial for promoting inclusion, but also prepares learners for success in an increasingly interconnected world. It is through this inclusive approach that classrooms can truly become spaces where learners thrive and flourish

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 2 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.