ESTABLISHED PRACTICES, CHALLENGES AND ACHIEVEMENTS IN CREATING INCLUSIVE ENGLISH LANGUAGE CLASSROOMS IN OMAN’S INSTITUTIONS OF HIGHER EDUCATION

Victoria Tuzlukova, Jamila Al Siyabi, Khalid Al Kaabi, Mohammad Hadra

DOI Number
https://doi.org/10.22190/JTESAP230323025T
First page
329
Last page
339

Abstract


Research in the context of Oman’s higher education indicates that well-established support service systems and procedures, innovations in technology and English language pedagogy could be crucial for special needs undergraduate students’ language learning and their effective inclusion into the classroom. However, limited attention has still been reported on the common teaching and learning practices, as well as challenging and successful episodes of such practices that could be incremental to the context. This design-based study yielded data and descriptive information collected in order to better understand teachers’ unique perspectives and opinions about English language inclusive teaching practices currently employed across higher education institutions in Oman. Accounts on challenges and achievements in creating inclusive English language classroom were gathered through the structured interviews with six faculty of the Centre for Preparatory Studies at Sultan Qaboos University. The analysis involved data management, description, and identification of the themes that brought meaning and unified diverse experiences into meaningful wholes. The results of the study reveal sensitivity and very positive attitude shown by teachers toward inclusive English language teaching. However, there are several challenging aspects, including misinterpreted concepts, limited knowledge and expertise. Though the study looked only at teachers from one institutions of higher education, it is evident that search for both formal and informal means of helping teachers in developing new insights into inclusive language pedagogy is essential. Being supplied with access to relevant teacher professional development and resources on innovations in education and technology, the teaching community will be provided with better pedagogical tools, and many barriers in teaching and learning will be removed.


Keywords

English language classroom, inclusive education, special needs’ students, Sultanate of Oman

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References


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DOI: https://doi.org/10.22190/JTESAP230323025T

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