Representation and application of teaching methods in inclusive English language teaching practice

Abstract

The aim of this research is to examine the teaching methods applied in inclusive English language instruction, with particular emphasis on the prevalence of each method in engaging students with special educational needs. Using the systematic observation technique, data were collected through structured classroom observations of 382 English language lessons in sixth and seventh grades across 16 elementary schools from different regions of Serbia attended by students with sensory impairments (N = 69). The collected data were processed and analyzed using SPSS. The findings indicate that the monologic method predominates, while dialogic methods are used to a limited extent and modern approaches are applied only minimally. The findings indicate a need for greater methodological diversity to support inclusive practice and promote active participation of all students.