AN EQUITABLE APPROACH TO SECOND LANGUAGE TEACHING, SUPPORTING SOCIAL AND LINGUISTIC DIVERSITY

In the modern society, social factors such as socioeconomic background, cultural norms, peer influence, and educational context play a significant role in shaping how individuals use language across different settings and interactions. Understanding these factors is essential when designing instruction for linguistically and culturally diverse classrooms. This profile research paper aims to explore the pedagogical strategies and assessment adjustments employed in IELTS preparation course to meet diverse needs of students – as a whole group, as sub-groups and as individual learners. The classroom comprises of 15 students, aged 13–14, from different linguistic, cultural, and socioeconomic backgrounds studying at learning center in Tashkent, Uzbekistan. As being an instructor this context, it is important to recognize and deeply understand how they way students’ engagement, participation, performance, behaviors are influenced by social factors such as gender, ethnicity, language interference, and cultural sensitivities particularly when they are preparing for high stakes exam such as IELTS (International English Language Testing System) examination. Relying on research studies Labov (1963) and Labov (1972), theories, models such as the Difference Model (Tannen, 1990), the Dominance Model (Zimmerman and West, 1975), and the Equity Model (Francis & Skelton, 2005), adapting culturally inclusive teaching ideas from Bayley & Villarreal (2018) and Baugh (2005), the research article analyzes how inclusive teaching practices, empathetic and supporting pedagogical approaches, differentiated instructions and assessment methods especially focusing on learners’ needs regard to gender dynamics, language interference and socio-cultural sensitivities, differentiated teaching approaches, I am planning to adopt, can help bridge performance gaps and create equitable opportunities for every individual learner in my classroom. The research paper concludes with suggesting different strategies in pedagogy and assessment highlighting the importance of adapting differentiated pedagogy and assessment can significantly improve student outcomes by focusing on their as a whole, as sub-groups and as an individual specific needs in my specific context which ultimately calls for other instructors to adapt culturally inclusive and equitable classroom approaches in their own contexts.

Ҳали таржима қилинмаган