A study on Indian ESP teachers' classroom practices in fostering social inclusivity
Journal of Applied Research in Higher Education
ISSN: 2050-7003
Article publication date: 15 June 2023
Issue publication date: 5 March 2024
Abstract
Purpose
This 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/approach
This qualitative study undertaken with 17 faculty members using online interviews and surveys as tools revealed the challenges faced by the teachers.
Findings
The 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 implications
Classrooms are the sources of values and perspectives, and teachers are responsible for providing equal opportunities to students who are otherwise marginalised in society.
Originality/value
Inclusive 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.
Keywords
Citation
Mythiri, B., Anjana Krishna, S. and Karthika, V.K. (2024), "A study on Indian ESP teachers' classroom practices in fostering social inclusivity", Journal of Applied Research in Higher Education, Vol. 16 No. 2, pp. 554-568. https://doi.org/10.1108/JARHE-09-2022-0298
Publisher
:Emerald Publishing Limited
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