INCLUSIVE ENGLISH TEACHING THROUGH TRANSLANGUAGING AND CULTURALLY RESPONSIVE PEDAGOGY

Abstract

 Inclusive language teaching is often reduced to accommodations, yet inclusion also requires cultural and linguistic affirmation—especially in multilingual contexts where learners’ home languages and identities shape participation. This article presents translanguaging and culturally responsive pedagogy as complementary approaches to inclusion in English classrooms. Translanguaging positions learners’ full linguistic repertoires as resources for meaning-making, while culturally responsive teaching emphasizes relevance, dignity, and equitable interaction. The article discusses how monolingual norms can marginalize students, and it offers classroom strategies: multilingual scaffolds, identity-safe discussion routines, culturally sustaining materials, and assessment practices that value growth and communication. It argues that inclusion is achieved not only by removing barriers, but also by strengthening belonging—so learners see their languages and experiences as legitimate in academic spaces.