With the help of an interview study, Heim and Reckermann (2019) explored expert teachers' views on inclusive EFL teaching and, in particular, on the potentials and challenges of open learning scenarios in inclusive EFL classes. The experts (N = 12) were all experienced EFL teachers as well as, in different ways, in a position to influence other practitioners' English teaching. During the interviews, all experts voiced a generally positive attitude towards teaching English in inclusive classes and mostly understood inclusion in a broad and rather social sense (Reich, 2014). There was a substantial overlap of methods and strategies that were suggested for successful inclusive English language teaching. However, there were also substantial differences regarding the overall reported strategies and also regarding the attitudes voiced during the interviews. For example, when asked the probing question of how they felt about the concerns that a regular use of open tasks could widen the gap between learners' achievements, a broad range of views regarding realistic or desirable outcomes of inclusive teaching became apparent.
Based on these findings, the researcher devised follow-up studies that focus on individual cases and the differences between the reported approaches (n=9) to managing learning in diverse TEFL classes. In this presentation, the researcher focuses on the data related to these' overall approaches as well as their personal aims with regard to achievement gaps in inclusive classes. The researcher uses these results as a starting point in order to discuss desirable strategies and attitudes in connection with inclusive English language teaching, also relating to arguments from the field of Critical Discourse Studies (e.g. Krzyz ˙ anowski, 2020). First insights into a case study in an inclusive school illustrate how structures at macro-, meso- and micro-level can help to accommodate diversity and to support language learners.
Krzyz ˙ anowski, Michal. (2020). Ethnography and Critical Discourse Studies. In: Flowerdew, J. & Richardson, J.E. (Eds.). The Routledge Handbook of Critical Discourse Studies. London: Routledge.
Reich, Kersten. (2014). Inklusive Didaktik. Bausteine für eine inklusive Schule. Weinheim: Beltz.
