INCLUSIVE FOREIGN LANGUAGE EDUCATION: THEORETICAL FOUNDATIONS, PRACTICES, AND CHALLENGES

Inclusive foreign language education has gained increasing recognition as a fundamental approach to ensuring equitable access to language learning for all students, regardless of their diverse backgrounds, abilities, or needs. Drawing upon theories from inclusive pedagogy, second language acquisition, and educational psychology, this article examines the conceptual foundations of inclusion in foreign language classrooms. It explores key principles, instructional strategies, assessment practices, and challenges faced by educators in implementing inclusive language teaching. Empirical studies, policy frameworks, and classroom practices from diverse educational contexts are reviewed to provide a holistic understanding of how inclusive instruction can support students with disabilities, multilingual learners, and learners from varied socioeconomic and cultural backgrounds. By synthesizing current research, this article highlights effective pedagogical practices, identifies persistent barriers, and offers recommendations for teacher preparation, curriculum adaptation, and educational policy. The implications for future research and practice underscore the urgency of developing comprehensive frameworks that bridge theory and practice to ensure that all learners can flourish in foreign language education.