Case Study

Abstract

This research provides an in-depth analysis of inclusive education in England, focusing on a bilingual inclusive classroom in an independent school. The study explores the teaching techniques of a Spanish teacher and investigates the impact of teaching modern foreign languages (MFL) in an inclusive setting. To address the hypothesis that inclusive education burdens teachers, qualitative methods have been employed, supplemented by quantitative data from student surveys and personal teaching reflections. The findings suggest that embracing diversity can benefit both the bilingual classroom and the educators, challenging the notion that it poses a hindrance.