FULFILLING THE NEEDS OF DIVERSE STUDENTS: TEACHING STRATEGIES FOR EFL INCLUSIVE CLASSROOMS
Abstract
This study aimed at investigating teaching strategies and their implementation in EFL inclusive classrooms at one of the Junior High Schools in Curup-Bengkulu, Indonesia. To garner credible data as desirable, an instrumental case study was conducted by engaging two EFL teachers selected purposively at that school. Interview and observation were deployed as the techniques of collecting data. This study revealed that the teachers applied four teaching strategies ranging from active learning, peer-tutoring, cooperative learning, to direct instruction. Despite many more inclusive teaching strategies which were left aside, the limited extent of inclusion-related pedagogical knowledge and experiences, inadequate reflective teaching, and limited facilities and infrastructure promoting inclusive education, the EFL teachers had been able to implement the aforesaid strategies properly. They had demonstrated that they were sufficiently skillful at the detailed procedures of the implementation of the four strategies in the EFL inclusive classrooms. Further studies are expected to address the application of more instructional strategies for inclusive classrooms such as those suggested by Lawrence-Brown (2004). Revealing both qualitative and experimental data associated with those instructional strategies will be very contributive and meaningful.