This article examines the theoretical foundations, pedagogical implications, and practical challenges of inclusive language education in modern multilingual learning environments. Drawing on contemporary sociolinguistic, cognitive, and pedagogical frameworks, the paper explores how inclusive approaches support equity, accessibility, and meaningful participation for learners with diverse linguistic, cultural, and cognitive backgrounds. Special attention is given to differentiated instruction, multilingual pedagogies, Universal Design for Learning (UDL), and sociocultural models that position learner diversity as a resource. The study emphasizes that inclusive education is not merely a methodological set of tools, but a comprehensive educational philosophy grounded in human dignity, linguistic justice, and equitable access.
| Mualliflar | BAZAROV, Zokir |
|---|---|
| Jurnal | Lingvospektr |
| Nashr sanasi | 2025-12-27 |
| Jild | 12 |
| Son | 2 |
| Betlar | 446-448 |
| Til | Ingliz |
inclusive education, multilingualism, UDL, differentiation, translanguaging, equity, accessibility.
The article explores the principles and practices of inclusive education in the field of second language teaching. It discusses how inclusive pedagogies, differentiated instruction, universal design for learning (UDL)…
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