Illuminating inclusive pedagogy in Thai EFL classrooms: critical perspectives and practices in higher education
Social diversity can be a prevalent feature in any classroom, where a mix of learners from varied backgrounds is now the norm. Such dynamics intricately shape a student’s prospects for success or failure. In Thailand, as in educational settings worldwide, educators are contending with growing divers...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2024
|
| Online Access: | http://journalarticle.ukm.my/24866/1/TT%2016.pdf http://journalarticle.ukm.my/24866/ https://ejournal.ukm.my/3l/issue/view/1738 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| id |
my-ukm.journal.24866 |
|---|---|
| record_format |
eprints |
| spelling |
my-ukm.journal.248662025-02-20T04:22:21Z http://journalarticle.ukm.my/24866/ Illuminating inclusive pedagogy in Thai EFL classrooms: critical perspectives and practices in higher education Buarattana Attachoo, Pariwat Imsa-Ard, Social diversity can be a prevalent feature in any classroom, where a mix of learners from varied backgrounds is now the norm. Such dynamics intricately shape a student’s prospects for success or failure. In Thailand, as in educational settings worldwide, educators are contending with growing diversity among their students, encompassing the instruction of learners with special needs and diverse backgrounds. This qualitative study explored how eight EFL university instructors actively constructed their identities as inclusive practitioners while contending with the implementation of inclusive education policies. The data were sourced from individual semi-structured interviews. Through the lens of sociocultural and critical framing within identity theory, their identity construction was meticulously examined as both EFL educators and advocates for inclusive education. This study emphasises the pivotal roles of discourse, self-positioning, and social context as fundamental processes in forming teacher identity. The findings revealed that some EFL instructors suggested a uniform treatment of learners within the classroom, acting in different roles to navigate the complexities of inclusivity in EFL classrooms, and an emphasis on the importance of empathy, openness, and flexibility in fostering inclusive learning environments. This study highlights the crucial implications of fostering inclusive education in EFL classrooms by advocating for proactive communication, differentiated instruction, and ongoing support. These measures are essential for creating equitable learning environments, especially for students with special educational needs. Penerbit Universiti Kebangsaan Malaysia 2024 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/24866/1/TT%2016.pdf Buarattana Attachoo, and Pariwat Imsa-Ard, (2024) Illuminating inclusive pedagogy in Thai EFL classrooms: critical perspectives and practices in higher education. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 30 (3). pp. 229-245. ISSN 0128-5157 https://ejournal.ukm.my/3l/issue/view/1738 |
| institution |
Universiti Kebangsaan Malaysia |
| building |
Tun Sri Lanang Library |
| collection |
Institutional Repository |
| continent |
Asia |
| country |
Malaysia |
| content_provider |
Universiti Kebangsaan Malaysia |
| content_source |
UKM Journal Article Repository |
| url_provider |
http://journalarticle.ukm.my/ |
| language |
English |
| description |
Social diversity can be a prevalent feature in any classroom, where a mix of learners from varied backgrounds is now the norm. Such dynamics intricately shape a student’s prospects for success or failure. In Thailand, as in educational settings worldwide, educators are contending with growing diversity among their students, encompassing the instruction of learners with special needs and diverse backgrounds. This qualitative study explored how eight EFL university instructors actively constructed their identities as inclusive practitioners while contending with the implementation of inclusive education policies. The data were sourced from individual semi-structured interviews. Through the lens of sociocultural and critical framing within identity theory, their identity construction was meticulously examined as both EFL educators and advocates for inclusive education. This study emphasises the pivotal roles of discourse, self-positioning, and social context as fundamental processes in forming teacher identity. The findings revealed that some EFL instructors suggested a uniform treatment of learners within the classroom, acting in different roles to navigate the complexities of inclusivity in EFL classrooms, and an emphasis on the importance of empathy, openness, and flexibility in fostering inclusive learning environments. This study highlights the crucial implications of fostering inclusive education in EFL classrooms by advocating for proactive communication, differentiated instruction, and ongoing support. These measures are essential for creating equitable learning environments, especially for students with special educational needs. |
| format |
Article |
| author |
Buarattana Attachoo, Pariwat Imsa-Ard, |
| spellingShingle |
Buarattana Attachoo, Pariwat Imsa-Ard, Illuminating inclusive pedagogy in Thai EFL classrooms: critical perspectives and practices in higher education |
| author_facet |
Buarattana Attachoo, Pariwat Imsa-Ard, |
| author_sort |
Buarattana Attachoo, |
| title |
Illuminating inclusive pedagogy in Thai EFL classrooms: critical perspectives and practices in higher education |
| title_short |
Illuminating inclusive pedagogy in Thai EFL classrooms: critical perspectives and practices in higher education |
| title_full |
Illuminating inclusive pedagogy in Thai EFL classrooms: critical perspectives and practices in higher education |
| title_fullStr |
Illuminating inclusive pedagogy in Thai EFL classrooms: critical perspectives and practices in higher education |
| title_full_unstemmed |
Illuminating inclusive pedagogy in Thai EFL classrooms: critical perspectives and practices in higher education |
| title_sort |
illuminating inclusive pedagogy in thai efl classrooms: critical perspectives and practices in higher education |
| publisher |
Penerbit Universiti Kebangsaan Malaysia |
| publishDate |
2024 |
| url |
http://journalarticle.ukm.my/24866/1/TT%2016.pdf http://journalarticle.ukm.my/24866/ https://ejournal.ukm.my/3l/issue/view/1738 |
| _version_ |
1825161547791466496 |
| score |
13.244413 |