This presentation will explore the concepts of diversity, equity, and inclusion in educational settings and how these concepts can be used as a framework to improve school climate, academic, and English language instruction. Research topics related to diversity, equity, and inclusion in the EFL classroom will be discussed as well as general suggestions as to how language teachers can create equitable and inclusionary practices.

Educators around the world, including English language instructors, can both learn from and guide their teaching practices using the diverse characteristics that students bring to the classroom, including the social and geographical factors that influence learning. Students benefit when educators use cultural and linguistically responsive practices that provide opportunities to learn based on individual learning needs.

The concepts of diversity, equity, and inclusion are often defined differently across the literature and educational contexts. The conceptual framework developed by Cerna et al., (2021) can enhance educators’ understandings of diversity, and provide general directions when designing instruction based on equity and inclusivity values. As explained by Mezzanotte (2022) fostering equity and inclusion in educational settings has various rationales, including human rights, as well as educational, individual, and societal gains. Additionally, Mezzanotte also suggested that inclusive education can offer all children a chance to learn about and accept each other’s abilities, talents and needs.

Research studies on diversity, equity, and inclusion specific to the English language classroom are still very limited (Sagaard, 2022). However, some recent findings suggest that English language educators often refer to the term diversity as only including culture and ethnicity (Burner et al., 2018; Lund, 2018); that teachers with special needs students in their classrooms expressed that they had insufficient knowledge about inclusive practices but often found novel ways to overcome their problems and were able to provide inclusive practice for students with special needs (Bilgiç & Tekin, 2023); and that it is necessary to consider English language proficiency and cultural diversity in English Medium Instruction (EMI) settings to prevent barriers that will lead to academic difficulties (Ojong & Addo, 2024).

Inclusive practices in educational settings, including the English as a foreign language classroom, use instructional strategies that include all learners in a supportive environment; treat learners equitably by providing access to appropriate instruction, material, and other educational resources; encourage positive attitudes and respect towards diversity; and include parents, students, and other relevant community members in the learning environment to enhance and achieve a more diverse and inclusive learning environment.

Keywords: Diversity, equity, inclusion, English instruction.