attending inclusive efl teachers identity for students with special educational needs

Although instructional strategies, obstacles, solutions, and technologies designed to assist students with special educational needs (sen) learning a foreign language were much discussed both in special and inclusive schools, little evidence addresses how english as a foreign language (efl) teachers construct their identities as legitimate inclusive school practitioners as they witnessed and encountered a range of disabilities. to fill this void, this study reports on a narrative inquiry scrutinizing how indonesian inclusive efl teachers construct their identity in teaching 15 students with sen. drawing upon johnston’s framework of teacher identity, this study showcases how inclusive efl teachers cultivated a positive rapport with students with sen through the utilization of a personal approach and the incorporation of humor in teacher-student relation. regarding professionalism, they perceived it as service-oriented by consistently motivating all of their students, particularly those with sen, exhibited tolerance for the regular ones, and implemented co-education or peer-mediated instruction strategies. in light of teachers’ religious beliefs in english language teaching (elt), they accomplished well by embedding numerous character values, referred to as profile pelajar pancasila, in english classrooms. the implications of this study are to bring potential implementations of specialized teaching strategies training of professional development for inclusive efl teachers and differentiated assessment for students with sen.

attending inclusive efl teachers identity for students with special educational needs

although instructional strategies, obstacles, solutions, and technologies designed to assist students with special educational needs (sen) learning a foreign language were much discussed both in special and inclusive schools, little evidence addresses how english as a foreign language (efl) teachers construct their identities as legitimate inclusive school practitioners as they witnessed and encountered a range of disabilities. to fill this void, this study reports on a narrative inquiry scrutinizing how indonesian inclusive efl teachers construct their identity in teaching 15 students with sen. drawing upon johnston’s framework of teacher identity, this study showcases how inclusive efl teachers cultivated a positive rapport with students with sen through the utilization of a personal approach and the incorporation of humor in teacher-student relation. regarding professionalism, they perceived it as service-oriented by consistently motivating all of their students, particularly those with sen, exhibited tolerance for the regular ones, and implemented co-education or peer-mediated instruction strategies. in light of teachers’ religious beliefs in english language teaching (elt), they accomplished well by embedding numerous character values, referred to as profile pelajar pancasila, in english classrooms. the implications of this study are to bring potential implementations of specialized teaching strategies training of professional development for inclusive efl teachers and differentiated assessment for students with sen.