High-impact inclusive English language teaching in English foreign language classrooms

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Published: Jan 18, 2026
Issue
No. 278 (2026): 18th ISPC «Scientific Horizon in the Context of Social Crises» (January 16-18, 2026; Tokyo, Japan).
Section
Pedagogy and Education
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Ussakhova Aigul Nurlubekovna
Secondary School No. 37; Republic of Kazakhstan

Abstract

Inclusive education is a key priority of modern educational systems. This article presents a practice-oriented study based on classroom experience in secondary school EFL classrooms in Kazakhstan. It examines how differentiated instruction, Universal Design for Learning (UDL), multi-sensory teaching, cooperative learning, and technology-enhanced instruction contribute to learner engagement, writing accuracy, communicative competence, and social interaction.


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How to Cite
Ussakhova, A. (2026). High-impact inclusive English language teaching in English foreign language classrooms. Scientific Collection «InterConf», (278), 50–53. Retrieved from https://archive.interconf.center/index.php/conference-proceeding/article/view/7390

References

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Florian, L., & Black-Hawkins, K. Exploring inclusive pedagogy. British Educational Research Journal, 2011.

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Putri Mahisa, R. D., Rezeki, Y. S., & Surmiyati, S. English teaching strategies in inclusive schools. Journal of Language and Education, 8(3), 45–56, 2022.