Fostering Inclusive Educational Practices through Multilingual-Oriented Pedagogy

Emmanuel Lucas Nwachukwu; Carolyn  Lazarus; Chineme  Asuzu; Gift Adaoma  Ubani; Calvin Ronchen  Wei

doi:10.59890/ijaep.v1i2.8848

Authors

Emmanuel Lucas Nwachukwu National Institute for Nigerian Languages
Carolyn Lazarus University of Uyo
Chineme Asuzu National Institute for Nigerian Languages
Gift Adaoma Ubani National Institute for Nigerian Languages
Calvin Ronchen Wei Department of Research and Development

DOI:

https://doi.org/10.59890/ijaep.v1i2.8848

Keywords:

Diversity, Education, Equity, Inclusion, Multilingualism

Abstract

This paper aims to explore the potential of understanding and implementing multilingual-oriented pedagogy to enhance inclusive educational practices. This study draws on theoretical framework of Gibson's Affordance theory. The paper recommends training and retraining of teachers to equip them with requisite knowledge and skills to open up to the flexible use of multilingual-oriented pedagogy, for teachers and education stakeholders to create and sustain inclusive learning spaces that respect learners' linguistic backgrounds, and empowering learners to embrace their multilingual identities, through the use of their multilingual skills in various academic and social contexts to enhance learning and cherish their identities. The paper concludes that multilingual-oriented pedagogy will help create learning environment that embraces linguistic diversity that is not only crucial for promoting inclusion, but also prepares learners for success in an increasingly interconnected world. It is through this inclusive approach that classrooms can truly become spaces where learners thrive and flourish.

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