Diversity and Inclusivity in the EFL Education Context: Challenges and Proposed Practices
Keywords:
Diversity, Inclusivity, Challenges, PracticesAbstract
This study intends to investigate the difficulties that prospective English instructors experience while working to incorporate diversity and inclusiveness into their EFL teaching strategies, along with detailed proposals they recommend for better integrating these components in EFL activities, such as course planning, resource selection, and interactive class exercises. The researchers employed a basic interpretative approach as they delve into the challenges and advocated strategies of preservice English teachers enrolled in the English language education program. The research took place at a state university in Surabaya during the initial semester of the 2024-2025 academic session. The participants included eleven preservice English language teachers who are part of the English language education program. The method of data collection included utilizing open-ended questionnaires. The method for selecting research participants was based on convenience sampling. Data analysis commenced following the thorough collection of all data. The qualitative findings acquired from the polls were reviewed following a defined procedure, which entails familiarizing oneself with the insights, categorizing it, coding and streamlining it, and ultimately interpreting and illustrating the results. The results reveal several significant challenges in diverse learning environments, such as: tailoring instruction, ensuring equitable access to resources, fostering inclusive attitudes, enhancing teacher competence, and addressing communication barriers. In addition, the results point to the need for a varied strategy to promote diversity and inclusiveness in educational environments concerning curriculum creation, material choices, and class activities.
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