A study on Indian ESP teachers' classroom practices in fostering social inclusivity

Abstract

PurposeThis paper investigated the possibilities of implementing inclusive education in the tertiary-level language classrooms and suggests new teaching methodologies adhering to the guidelines of multicultural education (MCE) framework. It explored how Indian teachers fostered social inclusivity in ESP (English for Specific Purposes) classrooms and documented the methods used by the language teachers to sustain a socially inclusive environment in the classroom.Design/methodology/approachThis qualitative study undertaken with 17 faculty members using online interviews and surveys as tools revealed the challenges faced by the teachers.FindingsThe results have implications towards teacher training as there is a clear dearth of teacher strategies to foster an equitable and inclusive learning environment inside the classroom.Social implicationsClassrooms are the sources of values and perspectives, and teachers are responsible for providing equal opportunities to students who are otherwise marginalised in society.Originality/valueInclusive education aims at providing equal opportunities to people despite the differences in terms of race, class, caste, region, religion, gender, sexuality, ethnicity and disabilities. India being a multilingual and multicultural country, inculcating values in students to enable them to reflect beyond these differences becomes important.