TEACHERS' PRACTICES AND CHALLENGES IN APPLYING INCLUSIVE PEDAGOGY IN ENGLISH LANGUAGE TEACHING

Abstract

This systematic literature review examined teachers' practices and challenges in applying inclusive pedagogy in English language teaching. A bounded review design was used to synthesize selected scholarly articles and policy documents on inclusive education, English language teaching, Universal Design for Learning, differentiated instruction, and teacher professional preparation and development. Sources were selected through explicit relevance criteria and analyzed through narrative thematic synthesis. The review found that teachers commonly applied inclusive pedagogy by identifying learner diversity, adapting texts and tasks, providing multimodal input, scaffolding language production, organizing cooperative interaction, using flexible assessment, and collaborating with colleagues or families. However, implementation was challenged by limited teacher training, insufficient materials and assistive technology, large classes, weak institutional support, curriculum pressure, uncertainty about learners' specific needs, and affective barriers such as anxiety or low confidence in English communication. The synthesis showed that inclusive English pedagogy should not be reduced to individual accommodation only; it should be understood as a whole-class design process that expands access, participation, and meaningful achievement. The paper recommends sustained professional development, school-based collaboration, accessible learning resources, and assessment systems that allow learners to demonstrate English competence in varied ways.