Opportunities and barriers to teaching English language in inclusive classrooms: Examples from the Styrian region in Austria

Abstract

Different students have different abilities and needs, and therefore some of them have difficulties adapting to general requirements. Accepting and acknowledging those differences can foster mutual respect. Mutual respect needs more trumpeting as many teachers (and learners) face difficulties trying to balance their teaching (learning) abilities and adapt to the requirements of all (Benko & Martinovic, 2021, p.112). Many stakeholders and complex factors play a role when it comes to implementing inclusive education, such as learners, institutional policies, the sociocultural environment, teachers, economic climate, etc. (Lindner et al., 2022). The school environment is supposed to be the place where all students have the same chance of success (UNESCO, 2020). It is ultimately the teachers’ job to create a friendly learning environment, one where students feel free to participate and where everybody feels accepted equally (Lindner et al., 2022, p. 5). A supporting and encouraging classroom environment is critical for student achievement (Erling et al., 2023, p. 73). Although, as stated by Gitschthaler et al. (2021b), considerable effort is required for the creation of an inclusive learning environment (p.67), therefore, the degree of pedagogical support is decisive for the allocation of resources (Gitschthaler et al., 2021a, p.15; Gitschthaler et al., 2021b, p.68). According to Jardinez and Natividad (2024, p.57), “the idea of inclusive education has become a transformative catalyst for present-day pedagogy”. In line with the changes toward teaching students with SEN (Special Education Needs) in inclusive schools, it is the teacher’s job to utilize the best pedagogical practices by understanding each individual’s needs, desires, and areas for growth and thus allowing learning possibilities for all students. This is supported by Erling et al. (2023, p. 79), who, in their study, found that a positive classroom atmosphere is based on a teacher’s awareness of students’ learning abilities and cultural backgrounds. In our case, the learning abilities study is based on the understanding of the abilities of SEN students when learning English in inclusive classrooms in Austria, in the Styrian region, as highlighted by Wang (2021), to support affective and cognitive learning in instructional settings.