EXPLORING PREPARATORY SCHOOL INSTRUCTORS’ VIEWS AND PRACTICES RELATED TO DIVERSITY AND INCLUSION IN ENGLISH LANGUAGE TEACHING: A CASE STUDY

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2022-9

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Moran, Meltem Deniz

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Schools reflect the larger society they belong to and therefore it is significant for teachers to raise respectful and tolerant generations towards those who are “different”. The issues of diversity and inclusion have a long history and different aspects. This qualitative case study aimed to explore English language preparatory school instructors’ views and practices regarding diversity and inclusion in language classes. The study was conducted at a foundation university’s English language preparatory programme with five Turkish instructors who had different personal, educational, and professional backgrounds. Data collection tools included semi-structured individual interviews, online lesson observations, field notes, and a review of documents related to diversity and inclusion. The data were analyzed employing a five-phase data analysis procedure. The findings indicated the participants were highly aware of these two concepts, and they had a positive attitude towards them. They were able to define these terms and list diverse profiles that required attention. It was also observed that they were eager to teach students about respecting differences and creating a positive classroom environment conducive to learning English. In order to achieve that, they employed certain strategies related to these concepts. However, they experienced certain challenges while catering for diverse profiles and being inclusive both in face-to-face education and during the pandemic when they taught online. In addition, it was found that there were still some issues that they were not aware of or that impeded their practices regarding these concepts. Therefore, it was concluded that the participants might need training in different aspects of catering for diverse needs and being inclusive to overcome similar challenges in the future.

Subject Keywords

inclusion, inclusive language education, diversity in education, English language preparatory school

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https://hdl.handle.net/11511/99556

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Graduate School of Social Sciences, Thesis

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Citation Formats

M. D. Moran, “EXPLORING PREPARATORY SCHOOL INSTRUCTORS’ VIEWS AND PRACTICES RELATED TO DIVERSITY AND INCLUSION IN ENGLISH LANGUAGE TEACHING: A CASE STUDY,” M.A. - Master of Arts, Middle East Technical University, 2022.